Command terms are the quiet voice in every IB exam paper. They don’t shout. They don’t sparkle. But they decide what the examiner is allowed to reward.
Most IB students have had this moment: you walk out of an exam thinking, “I knew that topic.” Then the mark comes back, and it’s not what you expected. Often, the gap isn’t knowledge. It’s instruction. One verb: evaluate, discuss, compare, or explain, quietly changed the whole task.
In this guide, you’ll learn how to use command terms effectively in IB exams, so your answers match the markscheme logic. And you’ll leave with a simple routine you can repeat in revision and on exam day.
IB command terms, in plain language
IB command terms are instruction words built into questions. They tell you what thinking skill you must show.
A useful way to see it: the content is the topic, but the command term is the deliverable.
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If the IB asks you to define, the deliverable is a precise meaning.
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If the IB asks you to analyze, the deliverable is a breakdown plus relationships.
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If the IB asks you to evaluate, the deliverable is a judgment using criteria.
If you want extra context on why this matters across papers and subjects, pair this with The importance of understanding command terms in IB exams.
A fast checklist to decode any IB question
Before you write, run this 20-second checklist:
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Circle the command term (what you must do).
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Underline the topic words (what you must talk about).
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Check the marks (how deep you must go).
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Write a 1-line plan using the command term (your structure).
If you sometimes freeze when a question feels oddly worded, this companion helps: IB exam panic: what to do if you don’t understand a question.
Why IB command terms win or lose marks
Examiners can’t give full credit for an answer that doesn’t match the instruction, even if the information is correct. In IB terms, your response must hit the assessment objective implied by the verb.
Common mark-loss patterns look like this:
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Writing a strong explanation when the IB asked you to evaluate (no judgment, so marks cap early).
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Listing facts when the IB asked you to compare or discuss (no relationships, no balance).
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Giving opinions without criteria when the IB asked you to assess or justify (no evidence path).
This is why high-volume, realistic practice matters. Tools like the RevisionDojo Questionbank are useful because you repeatedly see how IB questions are actually framed, not how textbooks phrase them.
The three levels of command terms (and how to respond)
Most IB command terms fall into three practical levels. Think of them as depth settings.
Knowledge and comprehension terms
These ask for accurate recall and basic understanding.
Examples: state, list, identify, define, outline.
How to respond:
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Be precise.
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Don’t overwrite.
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Match time to marks.
Application and analysis terms
These ask you to use knowledge in context and show relationships.
Examples: explain, compare, distinguish, analyze.
How to respond:
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Use linking words (because, therefore, leads to).
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Show patterns, contrasts, causes, or mechanisms.
Synthesis and evaluation terms
These ask you to weigh, judge, and conclude.
Examples: evaluate, discuss, to what extent, justify, assess.
How to respond:
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Set criteria.
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Present both sides.
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End with a defended conclusion.
If you want to see command terms applied inside a subject context, this is a strong example: How to understand IB Biology command terms for exam success.
How to answer the most common IB command terms
Below are compact response “shapes” you can reuse across IB subjects.
Define
What the IB wants: the exact meaning of a term.
How to structure it:
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One sentence.
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Include essential features only.
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Avoid examples unless asked.
Revision habit: build a deck of definition prompts in RevisionDojo Flashcards, so precision becomes automatic.
Explain
What the IB wants: reasons, causes, or a mechanism.
How to structure it:
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Claim (what happens)
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Mechanism/cause (why it happens)
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Consequence (what this leads to)
Compare
What the IB wants: similarities and differences (unless the question restricts one).
How to structure it:
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Similarity 1 (A and B both…)
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Difference 1 (However, A…, whereas B…)
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Similarity/Difference 2
A great self-check: if you can’t find “both” and “whereas” in your answer, your compare is probably a list.
Discuss
What the IB wants: a balanced argument with a conclusion.
How to structure it:
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Position/claim
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Evidence for
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Evidence against (or limitation)
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Counterargument
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Reasoned conclusion (not a summary)
When you practice discussion questions, use RevisionDojo Study Notes to gather a few high-quality points, then train the structure with questions.
Evaluate
What the IB wants: a judgment using criteria, weighing strengths and weaknesses.
How to structure it:
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Set criteria (effectiveness, reliability, ethics, feasibility, accuracy; depends on subject)
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Strength(s) with evidence
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Limitation(s) with evidence
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Final judgment linked back to criteria
This is also where feedback matters most. RevisionDojo’s AI Chat and Grading tools can help you see whether your conclusion is actually justified in markscheme terms. If you’re building a full exam routine, start here: RevisionDojo app: the smarter way to prep for IB exams.
The most common mistakes (and the quick fixes)
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Mistake: answering the topic, not the verb.
Fix: write the command term at the top of your answer space (e.g., “EVALUATE = criteria + judgment”). -
Mistake: giving too much time to low-mark terms.
Fix: train pacing with timed sets and analytics in the Questionbank, then simulate pressure with Mock Exams and Predicted Papers inside RevisionDojo. -
Mistake: no visible structure.
Fix: use mini-headings in your own writing (even in short answers): “Similarity,” “Difference,” “Strength,” “Limitation.” -
Mistake: conclusions that don’t conclude.
Fix: force a final sentence that makes a choice: “Overall, X is more valid because…” or “To a large extent, … however ….”
A closing thought (and your next step)
In the IB, the student who scores highest isn’t always the one who knows the most. It’s often the one who knows what the question is really asking them to do.
Command terms are that hidden instruction. Learn them, practice them, and make your answer structures predictable under pressure.
If you want a simple system: use RevisionDojo’s Study Notes to understand, Flashcards to lock in definitions and command term meanings, the Questionbank to practice under real IB phrasing, AI Chat and Grading tools to tighten your responses, and Mock Exams plus Predicted Papers to make exam day feel familiar. That’s how IB command terms stop being a trap and start becoming a tool.