IB Command Terms Decoded — Bilingual Guide (EN/ES)

Most IB students lose 10-20% of their potential marks not because they don't know the content — but because they answer the wrong type of question. They write a "Discuss" answer when the command term says "Explain." They forget to evaluate when the question demands judgement. This guide fixes that.

Why command terms decide your grade

Open any IB exam script. Every single question begins with a command term: Define, Explain, Evaluate, Discuss. These are not stylistic choices. They are precise instructions that tell you exactly what type of cognitive work the examiner wants you to demonstrate.

The IB groups command terms into three Assessment Objectives (AOs). Each AO corresponds to a different cognitive level — the depth of thinking required. Get the level wrong, and even brilliant content earns partial marks.

Here's the truth most students don't realise until exam day: command terms are the rubric. Examiners are trained to look for specific cognitive moves tied to specific terms. Writing more, writing better content, even writing more eloquently — none of it compensates for answering the wrong type of question.

The three cognitive levels

Every IB command term sits at one of three cognitive levels. Knowing which level a term belongs to tells you immediately how much depth, structure, and judgement your answer needs.

AO1 · Knowledge

The "what" level

You're showing you know facts, definitions, processes. Short answers. Low marks per question (1-4). Don't analyse — just state.

Define · Describe · Identify · Label · List · Outline · State · Draw

AO2 · Application

The "how" level

You're applying knowledge to specific contexts. Cause-and-effect chains. Comparisons. Calculations. Medium marks (4-8).

Apply · Calculate · Compare · Contrast · Distinguish · Explain · Interpret · Suggest

AO3 · Evaluation

The "should" level

You're judging, evaluating, recommending. Multiple perspectives. Reasoned conclusions. High marks (8-15).

Analyse · Discuss · Evaluate · Examine · Justify · Recommend · To what extent

💡 The single most useful trick

When you read an exam question, circle the command term first. Before reading the rest, identify whether it's AO1, AO2, or AO3. That decision shapes how many paragraphs you write, whether you need both sides of an argument, and whether you must commit to a judgement.

The 12 most important command terms

These twelve appear most frequently across all IB Diploma subjects. Master these, and you've covered roughly 85% of all exam questions. Each term below shows the cognitive level, what examiners are actually looking for, mark allocations, model examples in EN and ES, and the most common mistake students make.

1 Define AO1

What it asks Give the precise meaning of a word, phrase, or concept. No examples needed. No analysis. Just the textbook definition.

Marks 1-2 marks typically

EN example "Define inflation."
Model: Inflation is a sustained increase in the general price level of goods and services in an economy over time.

ES ejemplo "Define la inflación."
Modelo: La inflación es un aumento sostenido en el nivel general de precios de bienes y servicios en una economía a lo largo del tiempo.

Mistake Adding examples, causes, or consequences. These waste time and earn zero extra marks. A definition is one or two clean sentences — nothing more.

2 Describe AO1

What it asks Give a detailed account. State characteristics, features, or processes step-by-step. Don't explain why — just what.

Marks 2-4 marks typically

EN example "Describe the process of meiosis."
Model: Meiosis begins with a single diploid cell and produces four genetically unique haploid daughter cells. It involves two divisions: meiosis I (homologous chromosomes separate) and meiosis II (sister chromatids separate)…

ES ejemplo "Describe el proceso de meiosis."

Mistake Confusing it with "Explain". Describe is the WHAT, not the WHY. If you find yourself writing "because" or "this leads to," you've drifted into AO2 territory.

3 Explain AO2

What it asks Give clear reasons or causes. Connect concepts. Build a chain of cause-and-effect. Use linking words: because, therefore, leading to, as a result.

Marks 4-6 marks typically

EN example "Explain how a rise in interest rates affects aggregate demand."
Model structure: Higher interest rates → borrowing becomes more expensive → consumer spending and investment fall → aggregate demand decreases.

ES ejemplo "Explica cómo un aumento en las tasas de interés afecta la demanda agregada."

Mistake Just describing without causal links. Every "Explain" answer needs at least one chain of WHY → leading to → THEREFORE.

4 Compare and Contrast AO2

What it asks Both similarities AND differences. Treat them with equal weight. Use linking phrases: while, whereas, similarly, in contrast.

Marks 4-6 marks typically

EN example "Compare and contrast monopoly and perfect competition."

ES ejemplo "Compara y contrasta el monopolio y la competencia perfecta."

Mistake Listing one then the other separately ("Monopoly is X, Y, Z. Perfect competition is A, B, C"). This is sequential description — not comparison. Use side-by-side linking phrases throughout.

5 Distinguish AO2

What it asks Just the differences. Show what makes two things distinct. Don't list similarities.

Marks 2-4 marks typically

EN example "Distinguish between mitosis and meiosis."

ES ejemplo "Distingue entre mitosis y meiosis."

6 Analyse AO3

What it asks Break down a complex topic into parts. Show how the parts interact. Identify cause and effect. Use evidence to support each claim.

Marks 6-10 marks typically

EN example "Analyse the impact of social media on teen mental health."

ES ejemplo "Analiza el impacto de las redes sociales en la salud mental adolescente."

Mistake Listing factors without connecting them. Analysis means showing the relationships between factors — not just naming them.

7 Discuss AO3

What it asks Multiple sides. Strengths AND weaknesses. Different perspectives. You don't need a final verdict — but you must present at least two viewpoints.

Marks 6-10 marks typically

EN example "Discuss whether free trade benefits developing countries."

ES ejemplo "Discute si el libre comercio beneficia a los países en desarrollo."

Mistake Only giving one side. ALWAYS present counterarguments. Even if you favour one view, the markscheme awards balance.

8 Evaluate AO3

What it asks Make a judgement. Weigh evidence. Reach a reasoned conclusion. This is the highest cognitive demand in the IB.

Marks 8-15 marks (often Paper 2 long-response questions)

EN example "Evaluate the effectiveness of fiscal policy in reducing inflation."

ES ejemplo "Evalúa la eficacia de la política fiscal para reducir la inflación."

Structure 1. State your position (or "it depends"). 2. Argument for. 3. Argument against. 4. Counterpoint to your weaker argument. 5. Reasoned conclusion that commits to a judgement.

Mistake Discussing both sides but never committing. An Evaluate answer without a conclusion can lose 30-50% of the marks. Always end with a reasoned judgement.

9 Justify AO3

What it asks Give specific reasons FOR a position. Defend a claim with evidence. You're not balanced — you're advocating.

EN example "Justify the use of renewable energy over fossil fuels."

ES ejemplo "Justifica el uso de energía renovable sobre los combustibles fósiles."

10 Recommend AO3

What it asks Suggest a course of action AND explain why it's the best. Acknowledge alternatives but commit to one recommendation.

EN example "Recommend a strategy for reducing youth unemployment."

ES ejemplo "Recomienda una estrategia para reducir el desempleo juvenil."

Mistake Listing options without ranking them. "Recommend" demands you pick one and defend it.

11 Examine AO3

What it asks Investigate the relationship between concepts. Often used in Diploma Programme papers. Treat it like a deeper "Analyse" with evaluation.

EN example "Examine the relationship between inflation and unemployment."

ES ejemplo "Examina la relación entre inflación y desempleo."

12 To what extent AO3

What it asks Acknowledge nuance. Use degree language: to a large extent, to some extent, to a limited extent, not at all. Take a measured position.

EN example "To what extent is monetary policy effective during a recession?"

ES ejemplo "¿En qué medida es efectiva la política monetaria durante una recesión?"

Mistake Treating it as a yes/no question. The phrase "to what extent" demands gradation, not a binary answer.

Complete bilingual reference

Every official IB command term, with Spanish translation and AO level. Bookmark this section.

English	Español	Level
Analyse	Analiza	AO3
Annotate	Anota	AO2
Apply	Aplica	AO2
Calculate	Calcula	AO2
Comment	Comenta	AO2
Compare	Compara	AO2
Compare and contrast	Compara y contrasta	AO2
Construct	Construye	AO2
Contrast	Contrasta	AO2
Define	Define	AO1
Demonstrate	Demuestra	AO2
Describe	Describe	AO1
Discuss	Discute	AO3
Distinguish	Distingue	AO2
Draw	Dibuja	AO1
Estimate	Estima	AO2
Evaluate	Evalúa	AO3
Examine	Examina	AO3
Explain	Explica	AO2
Identify	Identifica	AO1
Interpret	Interpreta	AO2
Justify	Justifica	AO3
Label	Rotula / Etiqueta	AO1
List	Enumera	AO1
Outline	Esboza	AO1
Plot	Representa gráficamente	AO2
Predict	Predice	AO2
Recommend	Recomienda	AO3
Solve	Resuelve	AO2
State	Indica	AO1
Suggest	Sugiere	AO2
To what extent	¿En qué medida?	AO3

The #1 mistake students make

Treating every command term the same. Writing the same five-paragraph structure for "Define," "Explain," and "Evaluate" wastes 80% of your marking time and earns partial credit at best.

The fix is simple: read the command term first, identify its AO level, and structure your answer accordingly:

AO1 (Define, Describe): 1-3 sentences. No causes, no examples, no judgement.
AO2 (Explain, Compare): 1-2 paragraphs with cause-and-effect chains and linking words.
AO3 (Evaluate, Discuss): Multiple paragraphs covering both sides, with a reasoned conclusion that commits to a judgement.

If you only remember one thing from this guide: command terms are the rubric. Match your structure to the term, and your marks rise instantly.

How to practice command terms

The fastest way to internalise command terms is colour-coded past paper review:

Print or open a past paper.
For each question, identify the command term.
Highlight it: 🟢 green for AO1, 🟡 yellow for AO2, 🔴 red for AO3.
Before reading the rest of the question, predict the answer structure based on the colour.
When you see red, you know your answer needs multiple paragraphs, balanced argument, and a final judgement.

Do this for 10 papers and command term recognition becomes automatic. You'll never again start an "Evaluate" question with a definition by accident.

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Frequently asked questions

Are IB command terms the same across all subjects?

Most command terms are shared across IB subjects (Define, Explain, Evaluate, Discuss, Analyse). However, sciences add specific ones like "Calculate" and "Plot," while Business and Economics emphasise "Recommend" and "Justify." The cognitive level (AO1, AO2, AO3) of each term is consistent across subjects.

What is the difference between Discuss and Evaluate?

Discuss requires presenting multiple perspectives or arguments, but you don't need to reach a final verdict. Evaluate goes one step further: you must weigh the evidence and commit to a reasoned judgement. An Evaluate answer without a conclusion loses significant marks.

Do command terms differ between SL and HL?

The command terms themselves are identical between Standard Level and Higher Level. However, HL papers tend to use AO3 command terms more frequently (Evaluate, Discuss, To what extent) and expect more sophisticated argumentation and synthesis.

How many marks does each command term typically award?

AO1 terms (Define, Describe, Outline) usually award 1-4 marks. AO2 terms (Explain, Compare, Distinguish, Analyse) award 4-8 marks. AO3 terms (Discuss, Evaluate, Justify, Recommend, To what extent) award 8-15 marks depending on the paper.

Are IB command terms translated officially in Spanish?

Yes. The IB publishes official Spanish translations of all command terms (Define→Define, Explain→Explica, Evaluate→Evalúa, Discuss→Discute, Analyse→Analiza, Justify→Justifica, Recommend→Recomienda). The cognitive expectation is identical regardless of language.