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Command terms are a crucial aspect of IB Psychology, guiding students on how to structure their answers and demonstrating their depth of understanding. 

In Papers 1 and 2, these command terms indicate the level of detail and analysis required for each question. 

This article breaks down the command terms used in these papers, with specific advice on how to approach them effectively. 

For a comprehensive overview of the IB’s official command term definitions, click here: IB Psychology Command Terms.pdf.

Short-Answer Questions (SAQs) in Paper 1, Section A

In Paper 1, Section A, the command terms for SAQs are outline, describe, and explain. 

Despite the differences in wording, my advice is to approach them the same way. 

The generic mark scheme, marks available, and allotted time are the same for each term. 

Therefore, students should provide as much detail as possible—effectively describing a concept or theory and explaining how it works. 

This aligns with the definition of “explain,” ensuring they meet the demands of the highest level.

Even though, in theory, students could be penalised for not meeting the exact requirements of the command term, I have not encountered this happening when students include explanation alongside description. 

The critical point is to avoid evaluation, as this is not required in SAQs. 

The only exception is when students are asked to describe a study. 

In this case, their second paragraph explaining the concept should be brief, focusing more on a detailed account of the study, as time is limited.

Extended Response Questions (ERQs) in Paper 1, Section B and Paper 2

For ERQs, command terms are more varied and significant. 

These questions may use the command terms discuss, evaluate, contrast, and to what extent. 

My advice is to teach each topic as a discussion and then guide students on how to adapt their knowledge and tailor their response to meet the specific command term.

Discuss: This requires students to describe and evaluate theories, concepts, and research studies. 

However, a strong discussion should go beyond this, incorporating alternative theories and addressing key issues and debates in Psychology. 

I recommend students include these discussions in their penultimate paragraph before concluding.

Evaluate: For evaluation essays, clarity is key. 

Students should explicitly state their focus by starting each paragraph with phrases like, “A strength/limitation of this theory/concept is…” 

This structure can also be applied to research, e.g., “A strength of this theory is that it is supported by research by…” 

Additionally, students can relate issues and debates to show whether the stance of the theory strengthens or limits its explanation.

Contrast: This command term is less common, as it requires syllabus content with clear comparisons, such as models of memory in Paper 1, research methods in both papers, and approaches to specific topics in Paper 2. 

For these questions, students must explicitly state differences by beginning paragraphs with, “One difference between X and Y is…” 

This can cover explanations of the topic, research methodologies, strengths and limitations, and the approach’s stance on issues and debates.

Students should not focus on similarities between the two models, methods or approaches, except possibly briefly in the penultimate paragraph as an alternative idea.

To what extent: Students should structure their answer as a balanced debate. 

They need to present both sides of the argument, ensuring they include supporting research for each perspective. 

As they explain each side, students should evaluate the strength and validity of the evidence provided, highlighting any limitations or strengths in the research or theory. 

The evaluation should clearly assess the degree to which the evidence supports or undermines each side. 

Finally, in their conclusion, students must state which side they believe presents the strongest argument overall, supported by the evidence they discussed throughout their response.

Grading Structure and Strategy

The grading structure for ERQs remains consistent regardless of the command term: 2 marks for criterion A, and 6 marks each for criteria B, C, and D, with 2 marks for criterion E. Therefore, students must ensure they include knowledge and understanding, relevant research studies, and evaluations in their answers, regardless of the command term used.

By mastering these strategies, students can confidently tackle any command term in Papers 1 and 2, ensuring their answers are both comprehensive and well-structured.

Final Tip: Encourage students to always adapt their knowledge, focus on meeting the command term requirements, and remember that consistency in structure is key to achieving high marks!

I hope this article helps you feel confident in guiding your students through the different command terms—good luck, and enjoy the journey of teaching IB Psychology!

Thes

Future articles in this series:

• Great introductions and conclusion in ERQs.
• How to ensure students maintain focus in their writing.
• Successful exam question selection.