Glossary of action verbs
| Action verbs | Students should be able to |
|---|---|
| Analyse | study or examine something in detail, break down in order to bring out the essential elements or structure; identify parts and relationships, and to interpret information to reach conclusions |
| Appreciate | acknowledge and reflect upon the value or importance of something |
| Assess | show skills of judgement and evaluation, balancing different perspectives |
| Communicate | use written, visual, verbal or signs/gestures to share meaning or exchange information with an audience |
| Compare | give an account of the similarities and/or differences between two (or more) items, perspectives or positions, referring to both/all of them throughout |
| Consider | reflect upon the significance of something |
| Critique | state the positive and negative aspects of, for example, an action, idea or perspective |
| Demonstrate | prove or make clear by reasoning or evidence, showing by examples or practical application |
| Describe | give an account, using words, diagrams or images, of the main points of the topic |
| Devise | plan, develop or create something by careful thought |
| Discuss | examine different concepts, perspectives or opinions on a topic and then come to their own conclusion/viewpoint, supported by appropriate evidence or reasons |
| Evaluate | collect and examine information/evidence to make judgements and appraisals; describe how evidence supports or does not support a judgement; identify the limitations of evidence in conclusions; make judgements about ideas, solutions or methods |
| Examine | enquire into/look closely at arguments, data, information and stories in a way that uncovers its origins, assumptions, perspectives and relationships |
| Explain | implies more than a list of facts/ideas: the reasons or cause for or further detail about these facts/ideas must also be given |
| Explore | systematically look into something closely for the purpose of discovery; to scrutinise or probe |
| Express | communicate or present information and ideas clearly and accurately |
| Identify | recognise and state briefly a distinguishing fact, feature or example |
| Interpret | use knowledge and understanding to recognise trends and draw conclusions from given information |
| Investigate | observe, study, or make a detailed and systematic examination, in order to establish facts and provide supporting evidence for conclusions |
| List | provide a number of points or facts |
| Outline | set out the main points of information on a topic |
| Present | show something for others to examine |
| Recognise | to come to know or be aware of something based on personal experience |
| Reflect | give thoughtful and careful consideration to their actions, experiences, values and learning in order to gain new insights and make meaning of it for themselves |
| Research | find suitable information, sort, record, analyse and draw conclusions |
| Share | communicate to exchange information with an audience |
| Survey | examine or measure in a detailed manner |