QCAA Cognitive Verbs Explained: What Each One Asks For (QCE)
This guide uses the August 2025 edition of QCAA's cognitive verb framework, which covers QCAA's senior syllabuses for QCE subjects and is not tied to one subject. Subject syllabuses and marking guides can attach their own expectations to a verb, so use this as the starting definition and your subject's syllabus for the detail (every subject is listed on the QCE hub).
What is a QCAA cognitive verb?
QCAA defines 117 terms in one framework, most of them single verbs and a few phrases such as draw conclusions and make judgments. Each is defined with the same stem: the term represents "the variety of subject-specific techniques and processes students use to" do something. That wording is deliberate. The framework says what a verb is trying to get you to do, and leaves the subject content to the syllabus.
The verb also does a second job. Syllabuses map verbs to assessment objectives, and objectives carry shares of the marks. Chemistry's IA1 data test is a clear example (2025 syllabus, p. 44):
| Objective | Share of marks (±2%) | Verbs the questions use |
|---|---|---|
| 2: unknown scientific quantities or features of datasets | about 30% | calculate using algorithms, determine, identify, use |
| 3: trends, patterns, relationships, limitations or uncertainty | about 30% | categorise, classify, compare, contrast, identify, organise, sequence |
| 4: conclusions based on analysis of datasets | about 40% | deduce, determine, draw (a conclusion), extrapolate, infer, interpolate, justify, predict |
So in that task, a justify or predict question draws on the largest share of the marks. Verbs also move between objectives when a syllabus is revised. QCAA's 2025 Chemistry subject report says the revised question specifications mean that "the cognitive verb compare now aligns more closely to Assessment objective 3 (Analyse data) as it relates to the similarities and differences".
Not every verb in a question paper is in the framework. Outline, name, write, show and label are not among the 117 terms, and nor are categorise, extrapolate or interpolate, which the Chemistry table above uses. When one of these turns up, read the marks and the response space to judge the depth.
What does each cognitive verb ask for?
These are QCAA's definitions, grouped by the kind of answer they want. The wording after "students use to" is quoted from the framework. The pages are the framework's own.
Verbs that ask you to recall or name
| Verb | QCAA says it means | Page |
|---|---|---|
| identify | recognise and name something or someone specific | 4 |
| state | express something clearly and definitively | 7 |
| define | state the precise meaning, nature or scope of something | 2 |
| recall | bring stored information back to mind without reference materials | 6 |
| recognise | acknowledge and identify something previously encountered based on its distinctive characteristics | 6 |
| summarise | give a concise account of the main points or features of something | 7 |
Verbs that ask you to describe or explain
| Verb | QCAA says it means | Page |
|---|---|---|
| describe | provide an account of a characteristic, feature or event | 3 |
| explain | make something clear by revealing a cause, reason, context or relationship | 4 |
| interpret | bring out, assign or explain the meaning or significance of something | 4 |
| discuss | communicate about or examine a subject in detail, taking into account different aspects or perspectives | 3 |
Verbs that ask you to compare
| Verb | QCAA says it means | Page |
|---|---|---|
| compare | examine similarities and differences between two or more things | 2 |
| contrast | examine differences between two or more things | 2 |
| distinguish | recognise or identify the differences between things | 3 |
| classify | sort or group things based on shared features and/or characteristics | 1 |
Compare needs both similarities and differences. Contrast needs differences only. A contrast answer that lists similarities is spending words the question did not ask for. QCAA's Chemistry 2023 subject report adds that compare responses should "explain the significance of the similarities and differences identified".
Verbs that ask you to work with numbers and data
| Verb | QCAA says it means | Page |
|---|---|---|
| calculate | determine a numerical value or quantity through mathematical operations | 1 |
| determine | conclusively establish something through consideration, investigation or calculation | 3 |
| solve | find a solution to a problem or challenge | 7 |
| apply | put knowledge or an idea, rule, principle or method into practical effect for a specific purpose or outcome | 1 |
| use | apply knowledge or skills to achieve a specific purpose or outcome | 7 |
Verbs that ask you to reach or defend a conclusion
| Verb | QCAA says it means | Page |
|---|---|---|
| analyse | break down information and reveal aspects that are not immediately obvious | 1 |
| deduce | draw a logical conclusion from available information, evidence and/or data | 2 |
| infer | derive a conclusion from facts, evidence or premises as a result of reasoning | 4 |
| predict | state or estimate what will happen in the future based on present knowledge or evidence | 5 |
| justify | show or prove something to be right, reasonable or valid | 5 |
| evaluate | make a judgment about the value, quality or significance of something | 4 |
| assess | judge or determine the importance, value or quality of something | 1 |
Determine appears under data because the framework defines it through "investigation or calculation", but Chemistry's IA1 table uses it for both quantities (objective 2) and conclusions (objective 4). Read the question to see which it wants.
Verbs that ask you to produce something
| Verb | QCAA says it means | Page |
|---|---|---|
| draw | create a visual representation through lines, shapes and other marks | 3 |
| sketch | make a simple drawing that shows the main features of something | 7 |
| construct | build or create something by assembling parts in a structured manner | 2 |
| organise | systematically arrange elements into a whole for a purpose | 5 |
| sequence | arrange elements in a logical order or progression | 7 |
Draw and sketch differ in detail. The framework calls a sketch a simple drawing that shows the main features, while draw is defined as a visual representation through lines, shapes and other marks. If a question says sketch a graph, the definition points you at the main features of the graph.
The full list of 117 is in the framework itself, including verbs such as appraise, critique, synthesise and propose that these tables leave out.
How do students score on each cognitive verb?
QCAA's own subject reports are the first source for what students find hard. The Biology 2024 report advises "emphasising the importance of cueing factors such as the cognitive verb, the number of marks, key terms in the question and relevant stimulus when planning responses". The Physics 2023 report advises teachers to make sure students give an account of the characteristics and features, because simply stating the phenomenon is not enough for full marks.
Our marked attempts add something the subject reports do not give: an average score for each verb. The table compares nine verbs across the three subjects where we hold enough Year 12 data. Each cell is the average score on questions using that verb, with the number of attempts in brackets. A dash means we hold fewer than 50 attempts, so we publish nothing.
| Verb | Biology | Chemistry | Physics |
|---|---|---|---|
| identify | 76.9% (3,999) | 82.6% (3,407) | 83.0% (1,872) |
| describe | 69.1% (2,986) | 60.4% (385) | 60.2% (340) |
| explain | 62.2% (4,707) | 59.5% (3,476) | 57.5% (724) |
| calculate | 63.0% (720) | 56.2% (1,048) | 56.9% (1,434) |
| determine | 61.2% (1,032) | 61.2% (1,974) | 60.8% (811) |
| justify | 61.2% (1,471) | 59.2% (284) | 57.0% (139) |
| predict | 65.6% (619) | 56.8% (466) | - |
| compare | 61.6% (675) | 55.3% (129) | - |
| contrast | 70.7% (403) | 47.0% (89) | 66.4% (73) |
Source: AusGrader marked attempts, Year 12 questions, verbs with at least 50 attempts. Percentages are per subject and are not comparable across subjects.
Read the table with three limits in mind.
- It is a self-selected sample. These are students who chose to practise on AusGrader, not the state cohort. QCAA's reports lead on what students find hard, and where ours would disagree theirs wins.
- Some verbs are left out on purpose. In all three subjects, a block of verbs (develop, evaluate, interpret, analyse, modify, process, research) shows near-identical averages on near-identical attempt counts. That pattern points to internal-assessment style items, not exam responses, so we do not publish those averages as verb results.
- The verbs are not equally hard questions. A verb's average reflects the questions it was asked on, as well as the verb.
Within those limits, the pattern is the same in all three subjects. Identify is the highest of the verbs compared, and it asks only for a recognised name. Explain, calculate and justify each average below describe, and each asks you to produce reasoning or a working. In Physics they are the three lowest. That fits the board's advice: QCAA's Biology 2024 and 2025 reports both recommend more practice describing and explaining under exam conditions.
For subject-level detail on where marks are lost, see the hardest topics for Biology and the Chemistry data test guide, which uses these verbs in its question specifications.
Describe, explain or justify: what changes in the answer?
The framework definitions are short. Here is what they mean when one stem is asked three ways. This is our illustration of the answer shapes, not a QCAA exemplar or student work.
Stem: A reaction mixture is heated and the rate of reaction increases.
| Verb | The answer has to contain | An answer in this shape |
|---|---|---|
| State | the fact, nothing more | The rate increases with temperature. |
| Describe | an account of what happens | Particles move faster, and more collisions happen each second. |
| Explain | the cause or reason linking the parts | More particles have energy at or above the activation energy, so a greater share of collisions are successful, and collisions are also more frequent. |
| Justify | support showing a claim is right | A claim, followed by the evidence for it: the measured rate before and after, and the collision reasoning above. |
The step from describe to explain is the word because, or a link in the answer that does the same job. The step to justify is that you now have a claim to defend, and you need support for it, such as the stimulus or data in the question.
Common mistakes with cognitive verbs
- Answering the topic, not the verb. QCAA's Biology and Chemistry reports both ask teachers to draw students' attention to the cognitive verb when planning a response. Before you write, underline the verb and decide what the answer must contain, using the definitions above.
- Ignoring the other cues. The verb sets the shape. The marks, the key terms and the stimulus set the depth and the content. Biology's 2024 report lists the verb and these three together.
- Treating compare and contrast as the same. Compare needs similarities and differences. Contrast needs differences.
- Assuming a verb outside the framework means "give a short answer". Outline is not defined in the framework. Use the marks on offer to decide how many separate points to make.
- Assuming one subject's habit applies in another. A verb's definition is general, so its use differs by subject. Our verb averages are per subject for the same reason.
Practising with cognitive verbs
The most direct practice is answering real exam questions, then checking which part of the verb you missed. AusGrader holds marked past-paper questions, which you can browse by subject on the Biology, Chemistry and Physics pages. For a plan around the whole exam period, see how to prepare for QCAA external exams. The cross-board command words post compares the terms each Australian board uses.
Frequently asked questions
What is the difference between describe and explain in QCAA exams?
Describe asks for an account of a characteristic, feature or event. Explain asks you to make something clear by revealing a cause, reason, context or relationship. A description can be completely accurate and still earn no explain marks, because it never says why. QCAA's Biology 2024 subject report recommends giving students practice at both describing and explaining under exam conditions.
Are cognitive verbs the same in every QCE subject?
QCAA publishes one cognitive verb framework for senior syllabuses, and it deliberately defines each verb in general terms. What a verb needs in practice in a given task comes from the subject's own syllabus and marking guides.
Is outline a QCAA cognitive verb?
Outline does not appear among the 117 terms in QCAA's cognitive verb framework, and neither do name, write, show or label. Questions still use them, so check the subject syllabus and the marks on offer to judge how much to write.
Which cognitive verbs do students score lowest on?
In our marked questions, explain, calculate and justify each average below describe in Biology, Chemistry and Physics, and identify is the highest of the verbs compared in all three. These are AusGrader attempts from students who chose to practise, so treat them as a pattern in our data, not a statewide result.
Does the cognitive verb tell me how many marks a question is worth?
No. The verb tells you the shape of the answer. The marks, the key terms and any stimulus tell you how much to write and what to include. QCAA's Biology 2024 subject report lists the verb, the number of marks, key terms and relevant stimulus together as cues to use when planning a response.
Sources
- Cognitive verb framework, QCAA, August 2025, pp. 1-7. Definitions of all 117 terms in the framework.
- Chemistry 2025 v1.0 General Senior Syllabus, QCAA, January 2024, p. 44. The IA1 data test question specifications, which pair verbs with assessment objectives and mark shares.
- Chemistry subject report, 2025 cohort, QCAA, January 2026, p. 11. QCAA's statement that compare now aligns more closely to Analyse data in the IA1 specifications.
- Biology subject report, 2025 cohort, QCAA, January 2026, p. 41. Advice to give students practice describing and explaining under examination conditions.
- Biology subject report, 2024 cohort, QCAA, January 2025, p. 34. Advice to plan responses around the cognitive verb, the marks, key terms and stimulus, and to practise describing and explaining under examination conditions.
- Chemistry subject report, 2023 cohort, QCAA, February 2024, p. 35. Advice that compare responses should explain the significance of the similarities and differences identified.
- Physics subject report, 2023 cohort, QCAA, January 2024, pp. 33-34. Advice that, when describing concepts, simply stating the phenomenon is not enough for full marks.
- AusGrader marked attempts by cognitive verb: QCE Biology, Chemistry and Physics, AusGrader. Average score and attempt count per verb, Year 12 questions, verbs with at least 50 attempts.
Syllabus and assessment material referenced in this guide is © State of Queensland (Queensland Curriculum and Assessment Authority), licensed under CC BY 4.0. See our QCAA licensing notice. AusGrader is an independent study tool and is not affiliated with, endorsed by, or operated by the QCAA.