EXPLANATION OF VERBS USED IN THE ASSESSMENT CRITERIA AT LEVEL 2
Verbs Explanation
Actively listen Concentrate on what is said or on sound
Apply Link existing knowledge to new or different situations
Assess Consider information in order to make decisions
Agree Arrive at a mutual understanding with people
Be responsive Show sensitivity to people or events Take actions to support people or events
Carry out Complete a task or activity
Contribute to Give ideas or opinions about the subject Take part in activities or work roles
Classify Organise according to a specific criteria
Compare Examine the subjects in detail looking at similarities and differences
Define State the meaning of a word or phrase or process
Demonstrate Apply skills in a practical situation Show an understanding of the topic
Describe Write or speak about the topic or activity giving detailed information
Develop To identify and build on a topic
Differentiate Identify the differences between two or more things
Distinguish Show or recognise the difference between items, ideas or information
Empower, aid, support or help people to make decisions Take part in processes
Enable
or undertake tasks
Encourage Support people to achieve
Establish Secure acceptance for; Come to an understanding of
Estimate Give an approximate decision or opinion using previous knowledge or experience
Explain Make clear; Give reasons for
Evaluate Examine strengths and weaknesses Make points for and against
Give (positive and negative points….) Provide information showing the advantages and disadvantages of the subject
Give an example of … Provide a sample or model relevant to the topic
Give reasons Provide information to show why
Give ways Provide information to show how
Identify Provide brief information about a subject, specific process or activity
Give clear information or description with examples (eg: spoken, written,
Illustrate
pictures, diagrams)
Indicate Point out or point to Direct attention to
Interact Work together with; Make a working relationship with
Intervene Be involved with people to have an effect on their actions
Locate To find, select or show where
Maintain Keep up or continue in current condition
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Make Construct, compose, produce
Manage Be able to deal with
Observe Watch
Order Place information in a logical sequence
Outline Identify or briefly describe the main points
Plan Think about and organise information in a logical way
Perform Carry out or do; Take an action; Follow an instruction
Produce Make, create, bring or find through learning or creative ability
Protect Safeguard, keep safe
Provide Supply relevant information, products or resource
Record Keep information in writing or by other methods
Learners should look at their actions, experiences or learning and think about
Reflect
how this could inform their future action, learning or practice
Report Make an official or formal statement Put information together for others
Respect Value; Hold in high regard
Respond to Take action; Reply or answer
Look back over the topic or activity and make or identify adjustments, changes or
Review and revise
additions that would improve the topic or activity
Select Choose for a specific purpose
Share Give information to others; Let others have information or resources
Show Give or demonstrate information or knowledge
State Give the main points in brief, clear sentences
Suggest Propose an idea or ways of doing
Support Uphold or back up people’s decisions Give help or advice
Use Take or apply an item, resource or piece of information as required
Use (a range of…) Provide information relevant to the task or topic
Work Engage with people or in tasks Operate
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EXPLANATION OF VERBS USED IN THE ASSESSMENT CRITERIA AT LEVEL 3
Verbs Explanation
Explain how existing knowledge can be linked to new or different situations or in
Apply
practice
Break the topic down into separate parts and examine each part. Show how the
Analyse
main ideas are related and why they are important
Assess Estimate or make a judgment
Carry out Complete a task or activity
Clarify Explain the information in a clear, concise way
Classify Organise according to specific criteria
Collate Collect and present information arranged in sequence or logical order
Compare Examine the subjects in detail looking at similarities and differences
Conduct Carry out
Critically compare Examine the subjects in detail looking at similarities and differences
Consider Ponder, contemplate, study in order to make a decision
Co-ordinate Organise people, information or a situation so that there is an effective outcome
Demonstrate Apply skills in a practical situation or show an understanding of the topic
Describe Write or speak about the topic or activity giving detailed information
Develop To identify and build on a topic, plan or idea
Diagnose Identify the cause based on valid evidence
Differentiate Identify the differences between two or more things
Discuss Give a detailed account including a range of views or opinions
Explain the difference between two or more items, resources, or pieces of
Distinguish
information
Draw conclusions Identify outcomes which could lead to recommendations
Engage Work in conjunction with, or work together with, or ensure participation in
Estimate Give an approximate decision or opinion using previous knowledge or experience
Review evidence from different perspectives and come to a valid conclusion
Evaluate
orreasoned judgement
Explain Make clear detailed information giving reasons, and showing how or why
Extrapolate Identify relevant points using the information available
Give clear information or description with examples (eg: spoken, written,
Illustrate
pictures, diagrams)
Implement To fulfil, perform or carry out a plan, action, task or procedure
Interpret Explain the meaning
Investigate To examine, study or inquire systematically
Judgment Form an opinion or make a decision based on evidence
Justify Give a satisfactory explanation for actions or decisions
Listen Hear what is said
Monitor Watch the progress of
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Plan Organise information in a logical way using an appropriate format.
Perform Think about and organise information in a logical way.
Prepare Get ready
Produce Carry out or do, Take an action, Follow an instruction
Provide Make, create, bring or find through learning or creative ability
Record Preserve in writing or by other methods Preserve in writing or by other methods
Recognise Acknowledge validity of Know from before
Produce a detailed account or statement describing an event, situation, or
Report
activity
Look back over the topic or activity and make or identify adjustments, changes or
Review and revise
additions that would improve the topic or activity
Learners should look at their actions, experiences or learning and think about
Reflect
how thiscould inform their future action, learning or practice
Respond to Take action, Reply or answer
Summarise Give the main ideas or facts in a concise way
Supervise Have responsibility for overseeing people’s performance whilst offering support
Use a range of Provide information relevant to the task or topic
Undertake Agree to take on and carry out the task
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EXPLANATION OF VERBS USED IN THE ASSESSMENT CRITERIA AT LEVEL 4
Verbs Explanation
Break the subject or complex situations into separate parts and examine each
part in detail; identify the main issues and show how the main ideas are related
Analyse
to practice and why they are important; reference to current research or theory
may support the analysis
This is a development of ‘analyse’ which explores limitations as well as positive
Critically analyse
aspects of the main ideas in order to form a reasoned opinion
Clarify Explain the information in a clear, concise way showing depth of understanding
Classify Organise accurately according to specific criteria
Collect and present information arranged in sequence or logical order which is
Collate
suitable for purpose
Examine in detail, consider and contrast similarities and differences and identify
Critically compare
the positive aspects and limitations
Consider Ponder, contemplate or study in order to make a decision
Apply skills in a practical situation and/or show detailed understanding of the
Demonstrate
topic
Provide a broad range of detailed information about the topic or item in a
Describe
logical way
Give a detailed account including a range of views or opinions which includes
Discuss
contrasting perspectives
Make a final decision or judgment based on reasons which could lead to
Draw conclusions (which….)
recommendations
Examine strengths and weaknesses, arguments for and against and / or
similarities and differences; judge the evidence from the different perspectives
Evaluate
and make a valid conclusion or reasoned judgment; apply current research or
theories to support the evaluation when applicable
This is a development of ‘evaluate’ where the candidate debates the validity of
Critically evaluate claims from the opposing views and produces a convincing argument to support
the conclusion or judgement
Apply reasoning to account for how something is or to show understanding of
Explain underpinning concepts; responses could include examples to support the
reasons
Justify Give a detailed explanation of the reasons for actions or decisions
Look back over the topic or activity and make or identify adjustments, changes
Review and revise or additions that would improve the topic or activity based on additional
information or experience
Learners should consider their actions, experiences or learning and the
Reflect implications of these in order to suggest significant developments for future
action, learning or practice
Summarise Give the main ideas or facts in a concise way
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EXPLANATION OF VERBS USED IN THE ASSESSMENT CRITERIA AT LEVEL 5
Verbs Explanation
Serve as a good model in a particular behavioural or social role for another
Act (as a role model)
person to emulate difficult word – suggest follow
Explain how existing knowledge, practices, standards etc. can be linked to new or
Apply (standards) (data) different situations. Use information to determine outcomes / conclusions /
recommendations
Assess Use available information to make a judgement
Communicate Convey, receive or exchange spoken or written information
Compare Examine the subjects in detail looking at similarities and differences
Examine the subjects in detail, identify similarities and differences , consider
Compare and contrast
these from different perspectives
Clarify Explain the information in a clear, concise way showing depth and understanding
This is a development of ‘analyse’ which explores limitations as well as positive
Critically analyse
aspects of the main ideas in order to form a reasoned opinion
This is a development of evaluate. Examine strengths and weaknesses,
arguments for and against and/or similarities and difference; consider the
Critically evaluate
evidence and discuss the validity of evidence from opposing views; produce a
convincing argument to support the conclusion or judgement
Collaborate Work jointly with
Define State or show clearly and accurately
Provide an extended range of detailed factual information about the topic or item
Describe
in a logical way
Develop Identify, build and extend a topic, plan or idea
Give a detailed account including a range of views or opinions which includes
Discuss
contrasting perspectives
Discuss identified differences between more than one item, product, object or
Distinguish between
activity
Demonstrate Apply skills in a practical situation and/or show an understanding of the topic
Encourage Give support to enable actions, ideas, processes
Apply reasoning to account for how something is or to show understanding of
Explain underpinning concepts (responses could include examples to support the
reasons)
Explore Investigate or examine a range of issues from different perspectives
Examine strengths and weaknesses, arguments for and against and/or
similarities and differences; Judge the evidence from the different perspectives
Evaluate
and make a valid conclusion or reasoned judgment; Apply current research or
theories to support the evaluation when applicable
Establish Set up on a permanent basis; Get generally accepted; Place beyond dispute
Empower Equip or supply with an ability; Enable or permit
Enable Supply with the means, knowledge, or opportunity; Make able
Facilitate Make easier; Assist the progress of
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Draw together; Put together in a logical way; Express in systematic terms or
Formulate
concepts
Give constructive feedback Provide commentary which serves to improve or advance; Be helpful
Identify Ascertain the origin, nature, or definitive characteristics of
Implement Put into practical effect; Carry out
Investigate Detailed examination or study; Enquire systematically
Intervene effectively Change an outcome
Initiate Originate/start a process
Justify Give a comprehensive explanation of the reasons for actions and/or decisions
Monitor Maintain regular surveillance
Mentor Serve as a trusted counsellor or teacher to another person; Help others succeed
Negotiate Discuss with a view to finding an agreed settlement
Outline Identify accurately and describe clearly –the main points
Promote Encourage the use of or the development of practice, knowledge, theory
Provide Identify and give relevant and detailed information in relation to the subject
Resolve Solve; Settle; Explain
A detailed study of a subject to discover new information or reach a new
Research
understanding
Review Revisit and consider the merit of
Acknowledge or agree the validity of; Use own knowledge to accept a view, idea,
Recognise
principle
Represent views of … Act as an Advocate; Speak, plead or argue in favour of
Review and revise Revisit, judge the merit of and make recommendations for change
Consult with oneself, recognising implications of current practice with a view to
Reflect on
changing future practice
Use conclusions to suggest ways forward. Revisit and judge the merit of; Endorse
Recommend
a proposal or course of action; Advocate in favour of
Select and apply Make informed choices and link to specific situations
Summarise Select the main ideas, argument or facts and present in a precise, concise way
Support Strengthen, support or encourage; Corroborate; Give greater credibility to
Set objectives Identify the outcomes required
Secure Make safe; Obtain (information or evidence)
Triangulate Identify three aspects to ensure validity
Work in association with two or more persons (this may include stakeholders,
Work in partnership
service users and/or carers)
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