Extended-writing command words

Evaluate, Assess and Discuss are higher-order command words used for longer, extended responses. They usually have levels-based marking—examiners judge the overall quality of your answer, not just individual points. Many students lose marks by:

• Giving one-sided answers when balance is required
• Stating facts without judging or concluding
• Failing to support views with evidence

Here’s how to respond correctly to each.

Evaluate

What it means

• Cambridge: Judge or calculate the quality, importance, amount or value of something
• Edexcel: Look at the information in the question and bring it together to make a decision and come to a conclusion with evidence from the question

What to do

Weigh up different aspects, make a judgement, and back it up with evidence. You must reach a conclusion, not just list pros and cons.

Structure

1. Consider different aspects (e.g. advantages and disadvantages, strengths and weaknesses)
2. Use evidence from the question or your knowledge
3. Make a clear judgement (e.g. “Overall, X is better because…”)
4. Support your conclusion with reasons

Example (Geography: Evaluate the effectiveness of flood defences)

• ❌ Weak: “Dams can stop floods. They are expensive. Levees also help.” (No evaluation, no conclusion)
• ✅ Strong: “Dams reduce flood risk and can generate electricity, but they are costly and can affect ecosystems downstream. Levees are cheaper but may fail in extreme events. Overall, a combination of both is most effective because it balances cost and protection, though no system is 100% reliable.”

Common mistake

Listing points without a final judgement. Examiners expect a clear conclusion supported by evidence.

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Assess

What it means

• Cambridge: Make an informed judgement
• Edexcel: Read the information in the question carefully and pick out the most important parts to help you answer the question or come to a conclusion

What to do

Select the most important factors, weigh them up, and come to a reasoned conclusion. Similar to Evaluate, but with emphasis on picking out what matters most.

Structure

1. Identify key factors from the question or topic
2. Prioritise which are most important
3. Consider different angles (e.g. short-term vs long-term, different groups affected)
4. Reach a conclusion with justification

Example (History: Assess the impact of the Treaty of Versailles)

• ❌ Weak: “The treaty had many terms. Germany lost land. Reparations were high.” (No assessment)
• ✅ Strong: “The most significant impact was the reparations, which crippled the German economy and fostered resentment. Territorial losses also mattered, but the ‘war guilt’ clause had the greatest psychological impact. Overall, the treaty was harsh and contributed to instability, though some provisions were justified.”

Common mistake

Describing what happened without judging importance or reaching a conclusion.

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Discuss

What it means

• Cambridge: Write about issue(s) or topic(s) in depth in a structured way
• Edexcel: Pick out the situation or argument in the question, explore all aspects of it, investigate it and come to a conclusion

What to do

Explore different sides of an issue or argument, consider different viewpoints, and end with a conclusion. It’s like a mini-essay.

Structure

1. Introduce the issue (briefly)
2. Explore different aspects (for and against, different causes, different effects)
3. Use evidence for each point
4. Reach a conclusion that ties your discussion together

Example (Biology: Discuss the advantages and disadvantages of genetic modification)

• ❌ Weak: “GM can increase crop yield. Some people worry about it.” (Too brief; no exploration)
• ✅ Strong: “Advantages include higher yields, pest resistance and reduced pesticide use. Disadvantages include unknown long-term effects, ethical concerns and potential monoculture. Some argue benefits outweigh risks for food security; others prioritise caution. Overall, GM has potential but needs careful regulation and monitoring.”

Common mistake

Only giving one side of the argument. “Discuss” requires exploring different perspectives.

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Quick comparison

Command word	Focus	Must include
Evaluate	Judge quality/value	Conclusion + evidence
Assess	Judge importance	Conclusion + prioritisation
Discuss	Explore all aspects	Multiple viewpoints + conclusion

All three need a clear conclusion. None is satisfied by a list of facts alone.

Levels-based marking

For these command words, examiners use levels or bands:

• Top level: Balanced argument, clear conclusion, good use of evidence
• Middle level: Some balance, conclusion present but less developed
• Lower level: One-sided, vague, or no conclusion

Tips:

1. Use the mark allocation—more marks usually mean more depth
2. Plan before writing (e.g. 2–3 points for, 2–3 against, conclusion)
3. Link each point to the question—don’t drift off-topic
4. End with a conclusion—even one sentence helps

Cambridge vs Edexcel

Both boards use similar definitions. Edexcel explicitly mentions “best-fit” for levels-based marking—your answer is placed in the descriptor that fits best overall. Cambridge uses level descriptors in mark schemes for extended questions. In both cases, balance and a clear conclusion are important.

How Tutopiya helps

Tutopiya tutors practise extended writing with past papers and mark schemes, focusing on structure and conclusion. Explore IGCSE resources or book a free trial.

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Based on Cambridge International and Pearson Edexcel command word definitions. Check your syllabus for subject-specific guidance.