MYP Command Terms - The Complete List

April 2026 - 12 min read

Every IB MYP exam question starts with a command term. These small words - "state", "explain", "evaluate", "justify" - are doing more work than most students realise. They tell you exactly what the examiner expects in your answer, how much depth you need, and what kind of thinking is required. Misunderstanding a command term is one of the most common reasons students lose marks, even when they know the content perfectly well.

This guide lists every MYP command term you will encounter, grouped by the level of thinking they demand. Each one includes a clear definition, an example of how it appears in real questions, and practical advice on how to respond. Bookmark this page and come back to it before every assessment.

What Are Command Terms?

Command terms are the instruction words at the start of exam and assessment questions. They define the depth and type of response the examiner expects from you. Getting the content right is only half the job - you also need to respond in the right way.

Consider the difference between these three questions about the same topic:

"State one effect of deforestation." - A single short sentence is enough.
"Explain the effects of deforestation." - You need to describe the effects AND give reasons for why they occur.
"Evaluate the impact of deforestation on biodiversity." - You need to weigh up positive and negative aspects, consider different perspectives, and reach a supported conclusion.

Same topic, completely different answers. The command term is what changed. Understanding these terms is the difference between answering the question correctly and answering the wrong question well.

Level 1 - Recall and State

These command terms test basic knowledge. They require short, direct answers with no explanation or discussion. Do not waste time writing paragraphs when a sentence or a single word will do.

State

Give a specific name, value, or short answer. No explanation is needed - just the fact.

Example: "State the formula for the area of a circle."

Good answer: A = pi r squared.

That is it. No need to explain what the variables mean or where the formula comes from. If the question says "state", give the answer and move on.

Define

Give the precise meaning of a word, term, or concept. Your definition should be specific enough to distinguish the term from related concepts.

Example: "Define 'sustainable development'."

Good answer: Development that meets the needs of the present without compromising the ability of future generations to meet their own needs.

List

Give a sequence of brief answers with no explanation. Bullet points or numbered items are perfectly acceptable - in fact, they are preferred.

Example: "List three properties of metals."

Good answer: Good conductors of electricity, malleable, high melting points.

Identify

Recognise and name something specific. Like "state", this requires a short answer - you are picking something out from information given to you.

Example: "Identify the independent variable in this experiment."

Good answer: The temperature of the water.

Label

Add names or annotations to a diagram. Use clear lines or arrows pointing to the correct parts. Make sure your labels are legible and unambiguous.

Example: "Label the parts of a plant cell."

Tip: For Level 1 command terms, brevity is your friend. Students often lose time writing full paragraphs for "state" or "list" questions. Save your energy for the questions that actually require depth.

Level 2 - Demonstrate Understanding

These command terms require more detail than Level 1. You need to show that you understand something, not just that you can recall it. However, you are still describing WHAT, not explaining WHY.

Describe

Give a detailed account of features, characteristics, or events. Focus on what something is or what happens, not why it happens. If you find yourself writing "because" in a describe answer, you may be doing more than the question asks (which is fine, but not necessary for full marks).

Example: "Describe the trend shown in the graph."

Good answer: As temperature increases from 20 to 60 degrees Celsius, the rate of reaction increases steadily. Above 60 degrees, the rate drops sharply.

Outline

Give a brief account or summary. Think of this as a lighter version of "describe" - you need the main points but not every detail. An outline gives the shape of something without filling in all the shading.

Example: "Outline the process of photosynthesis."

Good answer: Plants absorb light energy and use it to convert carbon dioxide and water into glucose and oxygen. This occurs mainly in the chloroplasts of leaf cells.

Summarise

Give a condensed account of the main points. Similar to "outline" but often used when you are working with a longer source text or dataset and need to pull out the key messages.

Example: "Summarise the author's argument in the passage."

Select

Choose the correct answer from a list or group. This is straightforward - pick the right option. In written responses, briefly state your choice.

Example: "Select the correct equation for calculating speed."

Level 3 - Apply and Analyse

This is where many students start losing marks. Level 3 command terms require you to go beyond description. You need to use your knowledge actively - to apply it, break it down, or connect different ideas together.

Explain

Give a detailed account including reasons and causes. This is the most important distinction in the entire list: "describe" asks WHAT, "explain" asks WHY. Your answer to an explain question should almost always include the word "because" or similar causal language.

Example: "Explain why the current increases when resistance decreases."

Good answer: According to Ohm's law (V = IR), if voltage remains constant and resistance decreases, the current must increase because current is inversely proportional to resistance. With less resistance opposing the flow of charge, more electrons can pass through the circuit per second.

Tip: "Explain" almost always needs "because". If your answer does not include a reason, you have probably only described. Go back and ask yourself: "Have I said WHY this happens?" If not, you are leaving marks on the table.

Apply

Use knowledge or a concept in a new or unfamiliar situation. This tests whether you genuinely understand something or have just memorised it. You need to take a principle you have learned and show how it works in a different context.

Example: "Apply the concept of supply and demand to explain the price change shown in the data."

Good answer: The data shows that when a drought reduced the wheat harvest (decreased supply), the price of bread increased. This is consistent with the law of supply and demand - when supply falls while demand remains constant, the equilibrium price rises.

Analyse

Break down information to identify patterns, relationships, or causes. Analysis goes further than description. You are not just saying what you see - you are identifying the connections between different pieces of information and explaining what they mean.

Example: "Analyse the data in Table 1 to identify the relationship between temperature and reaction rate."

Good answer: The data shows a positive correlation between temperature and reaction rate. For every 10-degree increase in temperature, the rate approximately doubles. This suggests an exponential relationship rather than a linear one, which is consistent with collision theory - higher temperatures give particles more kinetic energy, increasing the frequency and energy of collisions.

Distinguish

Make clear the differences between two or more items. You need to directly compare the items, ideally addressing the same features for each one to make the distinctions sharp.

Example: "Distinguish between mitosis and meiosis."

Good answer: Mitosis produces two genetically identical daughter cells with the same chromosome number as the parent cell, while meiosis produces four genetically unique daughter cells with half the chromosome number. Mitosis is used for growth and repair, whereas meiosis produces gametes for sexual reproduction.

Calculate

Work out a numerical answer, showing your working. Always show the formula you are using, substitute the values, and give the final answer with correct units. Even if you use a calculator, write out the steps.

Example: "Calculate the mean speed of the car."

Good answer: Speed = distance / time = 450 m / 30 s = 15 m/s.

Construct

Build, draw, or create something - typically a graph, table, or diagram. Follow the conventions for whatever you are constructing: graphs need labelled axes with units, a title, and an appropriate scale.

Example: "Construct a bar chart showing the results."

Level 4 - Evaluate and Synthesise

These are the highest-level command terms and they carry the most marks. They require you to make judgements, weigh evidence, and build arguments. One-sided answers will not score well here - you need to show that you can think critically.

Evaluate

Make a judgement by weighing evidence. This requires you to present both sides - advantages and disadvantages, strengths and weaknesses - and then reach a conclusion based on the evidence. A good evaluation is balanced but decisive.

Example: "Evaluate the effectiveness of renewable energy sources in reducing carbon emissions."

Good answer: Renewable energy sources such as solar and wind produce no direct carbon emissions during operation, making them effective at reducing the carbon footprint of electricity generation. However, their effectiveness is limited by intermittency - solar panels do not generate electricity at night, and wind turbines require wind. Manufacturing and installing renewable infrastructure also produces carbon emissions. Despite these limitations, lifecycle analyses show that renewables produce significantly fewer emissions than fossil fuels over their lifespan. On balance, renewables are effective at reducing carbon emissions, but they need to be combined with energy storage solutions and grid improvements to fully replace fossil fuels.

Justify

Give valid reasons or evidence to support an answer or conclusion. Unlike "evaluate", which requires balance, "justify" asks you to build a strong case for a specific position. Your personal opinion alone is not enough - you need evidence or logical reasoning to back it up.

Example: "Justify your choice of method for collecting data."

Good answer: I chose to use a questionnaire because the study requires data from a large sample size (200+ participants) across multiple locations. Questionnaires can be distributed digitally, making them more practical and cost-effective than interviews. The questions are closed-ended, which produces quantitative data that can be analysed statistically. While interviews would provide richer qualitative data, the research question specifically requires numerical comparisons between groups.

Tip: "Justify" means your opinion is not enough - you need evidence or logical reasoning to back it up. Think of it as making a case in court: you need proof, not just a claim.

Discuss

Offer a considered and balanced review. Present different perspectives on the issue, examine the evidence for each, and show that you understand the complexity of the topic. A good discussion acknowledges that reasonable people can disagree.

Example: "Discuss the impact of globalisation on local cultures."

Good answer would include: Arguments that globalisation spreads cultural ideas and increases diversity, counter-arguments that it leads to cultural homogenisation and the loss of traditional practices, specific examples supporting both sides, and a nuanced conclusion that acknowledges the tension between these perspectives.

To What Extent

Consider the merits or otherwise of an argument. This is similar to "evaluate" but phrased as a question of degree. Your answer should explore the argument from multiple angles and reach a conclusion about how far the statement is true.

Example: "To what extent was the Treaty of Versailles responsible for World War II?"

Good answer structure: Arguments that the Treaty was responsible (war guilt clause, reparations, territorial losses fuelled resentment), arguments for other causes (Great Depression, rise of fascism, appeasement policy), and a conclusion that weighs the relative importance of each factor.

Suggest

Propose a solution, hypothesis, or idea. This often appears when there is no single correct answer - the examiner wants to see your reasoning process. A good suggestion is plausible and supported by scientific or logical thinking.

Example: "Suggest why the results differ from the expected values."

Good answer: The results may differ from expected values because the experiment did not fully control the temperature variable. Room temperature fluctuated during the investigation, which could have affected the rate of reaction. Additionally, measurement uncertainty in the burette readings (plus or minus 0.05 ml) could account for the small discrepancy observed.

Formulate

Express precisely and systematically. This usually appears in the context of investigations where you need to write a clear hypothesis or research question. Precision and testability are key.

Example: "Formulate a hypothesis for this investigation."

Good answer: If the concentration of hydrochloric acid is increased, then the rate of reaction with magnesium will increase, because a higher concentration means more acid particles per unit volume, leading to more frequent collisions with the magnesium surface.

How Command Terms Map to MYP Criteria

Different MYP assessment criteria tend to use different command terms. Understanding this pattern helps you predict what kind of thinking each criterion demands:

Criterion A (Knowing and Understanding): state, define, identify, describe, apply. These questions test whether you know the content and can use it in familiar situations.
Criterion B (Investigating): formulate, analyse, evaluate, justify. These questions test your ability to design and reflect on investigations.
Criterion C (Communicating): describe, explain, construct, present. These questions test whether you can organise and communicate information clearly using appropriate conventions.
Criterion D (Applying): apply, analyse, evaluate, suggest. These questions test whether you can use your knowledge in real-world or unfamiliar contexts.

These mappings vary by subject, but the general pattern holds across the MYP. If you are working on a Criterion B task, expect to do more analysis and evaluation. If it is Criterion A, expect more recall and application of standard methods.

Common Mistakes

Even students who know the content well lose marks by misinterpreting command terms. Here are the five most common errors:

Writing a description when asked to explain. This is the single most common mistake across all MYP subjects. If the question says "explain", you must include reasons. A description without "because" is incomplete.
Only giving one side when asked to evaluate or discuss. These command terms require balance. If you only argue for one perspective, you are missing half the marks. Always address counterarguments or limitations.
Not providing evidence when asked to justify. "I think this is the best method" is not a justification. You need to say why, with specific evidence or reasoning to support your claim.
Writing too much for "state" or "list" questions. These questions are typically worth 1-2 marks. A three-paragraph answer wastes time you could spend on higher-value questions. Match the length of your answer to the marks available.
Confusing "analyse" with "describe". Analysis requires you to identify relationships, patterns, and causes - not just list observations. If your analysis reads like a description, push deeper. Ask yourself: "What does this data tell us? Why does this pattern exist? What is the connection between these variables?"

How to Practice

Knowing the definitions is a good start, but the real skill is applying them under exam conditions. Here is how to build that skill:

Underline the command term first. Before you start writing, circle or underline the command term in every question. This simple habit forces you to think about what kind of answer is expected before you begin.
Check your answer against the command term. After writing your response, re-read the question. Does your answer match the depth required? If the question says "evaluate" and you have only described, add the missing analysis.
Practice with real MYP-style questions. Reading definitions is not enough - you need to practice applying them. Work through questions that are tagged by command term so you can build fluency with each type of response.
Review mark schemes. IB mark schemes show exactly what examiners are looking for. Compare your answers to the mark scheme and note where you gave too little depth or too much unnecessary detail.
Use Project 56's question bank. Questions are labelled by command term type, so you can filter by specific terms you find challenging and practice them until they become automatic.

Practice applying command terms with real MYP-style questions across all subjects.

Project 56's question bank labels every question by command term, so you can target exactly what you need to improve.

Try the Question Bank