Exam questions should test a range of knowledge and skills. They should test and reward critical appreciation and the ability to apply what has been learned rather than the reproduction of memorised facts.
As you progress through the our exams, you are required to demonstrate higher-level cognitive and intellectual skills, i.e. it is not enough to demonstrate that you can remember facts and figures; you need to show you are able to interpret the meaning of data and evaluate their significance.
To assist you in answering exam questions we introduced a set of command verbs for the different levels of cognition. Please note that this list is for the standard online exam questions and does not cover direct questioning words for multiple-choice questions (e.g. What, Why, Who, etc.) or specific verbs.
Knowledge
| Command Verb | Definition |
|---|---|
| Define | Give the exact meaning of. |
| Describe | Express, fully and clearly, the details/facts of. (e.g. “Describe the benefits payable under a term assurance policy”.) |
| Draw | Produce a representation of…a diagram, graph, chart, etc. (e.g. “Draw a diagram to illustrate the profit-maximising price”.) |
| Label | Attach a name to unidentified terms …on a graph, chart, diagram, table (e.g. “Label the axes”.) |
| List | Make a list of. (e.g. “List the Technical Actuarial Standards issued by the Financial Reporting Council”.) |
| State | Express the details/facts of…. without elaboration. (e.g. “State the principles of investment”.) |
| Write Down | Provide exactly what has been asked for, without explanation or elaboration. |
Application
| Command Verb | Definition |
|---|---|
| Calculate | Ascertain or reckon mathematically. |
| Construct | Produce what has been asked for, with appropriate structure. (e.g. “Construct a table showing…”.) |
| Demonstrate | Prove with certainty or exhibit by practical means. |
| Derive | Develop a result from the first principles (or from the given starting point). |
| Describe | Express, fully and clearly, the details/facts of. (e.g. “Describe the risks arising” under a specific given scenario.) |
| Determine | Find the solution by argument or calculation, making clear your reasoning. (e.g. “Determine the type of event that has occurred, based on the data provided”.) |
| Draft | Produce a document in the specified format (e.g. report, letter, etc.)
(Note: “Draft” applies to assessments for CP3 only.) |
| Draw | Produce a representation of a diagram, graph, chart, etc. (e.g. “Draw a scatterplot”.) |
| Explain | Make clear the meaning, purpose, details of, or the justification for. |
| Express | Write down the result in the specified terms. |
| Fit | Choose and implement a model or distribution that determines a relationship between observed values in a population and the expected values from the model or distribution. (e.g. “Fit a generalised linear model to the data.”) |
| Give | Write down what has been asked for, without elaboration. (e.g. “Give an example of…”.) |
| Label | Attach a name to unidentified terms …on a graph, chart, diagram, table. (e.g. “Label the curves which correspond to each of the given scenarios”.) |
| List | Make a list of. (e.g. “List the assumptions/rating factors that would be required to price this product”.) |
| Outline | Describe briefly without elaboration or explanation. |
| Perform | Undertake the specified test or task. |
| Plot | Illustrate the given information or data using a chart or graph. (Note: “Plot” implies that more accuracy is required than “Sketch”.) |
| Prepare | Make or get ready for use. (Note: “Prepare a Report” is restricted to CP2 and CP3.) |
| Prove | Demonstrate the truth of what is indicated, through mathematical argument. |
| Sample |
To take a sample from a distribution. |
| Show |
1. Demonstrate that the given result is correct. 2. Display the output of a specific part of a computer package item. |
| Simplify | Give an equivalent, but simpler, version of a mathematical expression. |
| Simulate/Generate |
Produce the values or models that have been asked for. (e.g. "Simulate 20,000 values from the stated distribution.") (e.g. "Generate 1,000 random values from a distribution".) (Note: "Simulate" applies to only problem-based assessments for CS1, CS2, CM1, and CM2.) |
| Sketch | Produce a rough graph, chart, or diagram of. |
| Solve | Find a mathematical answer to. |
| State | Express the details/facts of…. without elaboration. (e.g. “State whether the investor should take a long or short position on the option in this situation”.) |
| Test | Check or examine something. (e.g. “Test the hypothesis that…”) |
| Update |
Amend by adding new information or making corrections. |
| Verify | Demonstrate to be true. |
Higher Order Skills
| Command Verb | Definition |
|---|---|
| Analyse | Break down into component parts. |
| Assess | Judge the effectiveness, implications, relevance, importance, suitability, and/or value of. |
| Comment on | Give brief conclusions on. |
| Compare | Highlight the similarities and differences between. |
| Contrast | Highlight the differences between. |
| Determine | Find the solution by argument or calculation, making clear your reasoning. (e.g. “Determine the most appropriate course of action for the company, within the given constraints”.) |
| Discuss | Write about it in some detail, taking into account different issues or points of view. |
| Estimate | Calculate a result, using judgement to decide on suitable assumptions and/or approximations. (Used when the result is not definitive. Assumptions made should be expressed clearly and intermediate workings should be shown.) |
| Evaluate | Judge the suitability of something for a given purpose. |
| Identify | Select after consideration of the possible options or alternatives. |
| Justify | Provide reasons to support. |
| Propose | Select and then communicate a solution, action, or range of possible solutions/actions. (Justification is not expected unless explicitly asked for, e.g. “with reasons”.) |
| Recommend | Select and then communicate a preferred solution or course of action. (Justification is not expected unless explicitly asked for, e.g. “with reasons”.) |
| Set out | Write down in a structured way. |
| Suggest | Communicate a range of solutions, actions, or reasons without justification. (This is normally used in a situation where there is insufficient information provided to form a definitive recommendation or proposal, e.g. “Suggest possible reasons” or “Suggest possible actions”.) |
Related resources
Qualification handbook
The IFoA qualification handbook, previously the ‘student handbook’, is an essential document for all our members working towards qualification.
Examinations Handbook
Important information you need to prepare for and sit IFoA exams, including the mini guides.
Past exam papers and examiners’ reports
Past exam papers and examiners’ reports are now exclusively on our Virtual Learning Environment (VLE).