These command terms indicate the depth of treatment required for a given assessment statement and relate to the course objectives in the “Assessment objectives” section. Objectives 1 and 2 are lower-order skills and objectives 3, 4 and 5 relate to higher-order skills. These terms will be used in examination questions, and so it is important that students are familiar with the following definitions.
Objective 1: Demonstrate an understanding of information, terminology, concepts, methodologies and skills with regard to environmental issues.
Define: Give the precise meaning of a word, phrase, concept or physical quantity.
Draw: Represent by means of a labelled, accurate diagram or graph, using a pencil. A ruler (straight edge)
should be used for straight lines. Diagrams should be drawn to scale. Graphs should have points correctly plotted (if appropriate) and joined in a straight line or smooth curve.
Label: Add labels to a diagram.
List: Give a sequence of brief answers with no explanation.
Measure: Obtain a value for a quantity.
State: Give a specific name, value or other brief answer without explanation or calculation.
Objective 2: Apply and use information, terminology, concepts, methodologies and skills with regard to environmental issues.
Annotate: Add brief notes to a diagram or graph.
Apply: Use an idea, equation, principle, theory or law in relation to a given problem or issue.
Calculate: Obtain a numerical answer showing the relevant stages of working.
Describe: Give a detailed account.
Distinguish: Make clear the differences between two or more concepts or items.
Estimate: Obtain an approximate value.
Identify: Provide an answer from a number of possibilities.
Outline: Give a brief account or summary.
Objectives 3, 4 and 5:
3) Synthesize, analyse and evaluate research questions, hypotheses, methods and scientific explanations with regard to environmental issues.
4) Using a holistic approach, make reasoned and balanced judgments using appropriate economic, historical, cultural, socio-political and scientific sources.
5) Articulate and justify a personal viewpoint on environmental issues with reasoned argument while appreciating alternative viewpoints, including the perceptions of different cultures.
Analyse: Break down in order to bring out the essential elements or structure.
Comment: Give a judgment based on a given statement or result of a calculation.
Compare and Contrast: Give an account of similarities and differences between two (or more) items or
situations, referring to both (all) of them throughout.
Construct: Display information in a diagrammatic or logical form.
Deduce: Reach a conclusion from the information given.
Derive: Manipulate a mathematical relationship to give a new equation or relationship.
Design: Produce a plan, simulation or model.
Determine: Obtain the only possible answer.
Discuss: Offer a considered and balanced review that includes a range of arguments, factors or hypotheses.
Opinions or conclusions should be presented clearly and supported by appropriate evidence.
Evaluate: Make an appraisal by weighing up the strengths and limitations.
Explain: Give a detailed account, including reasons or causes.
Justify: Give valid reasons or evidence to support an answer or conclusion.
Predict: Give an expected result.
Solve: Obtain the answer(s) using algebraic and/or numerical methods and/or graphical methods.
Suggest: Propose a solution, hypothesis or other possible answer.