BTEC command verbs: a simple guide for teachers

A command verb is the action word in an assignment criterion. It tells a learner what to do. When you are new to BTEC, start by finding that word, then compare the learner's work with the full criterion and the official assessment guidance.

These words are not a universal grade ladder. The exact meaning comes from the unit, qualification and Pearson guidance. Use this page as a plain-language reminder, not as a replacement for the official wording.

Common command verbs in plain words

• Identify: name the item or point asked for.
• Describe: say what something is like or what happens. Add the details the criterion asks for.
• Explain: give reasons or show how one thing leads to another.
• Compare: show what is similar and what is different between the things named.
• Analyse: look closely at parts of the issue and explain how they connect to the task or example.
• Evaluate: consider relevant strengths and weaknesses, then reach a reasoned conclusion.
• Justify: give clear reasons for a choice or view.
• Assess: consider the evidence and decide how important or successful something is.

A quick example for class

Imagine the task asks learners to look at two ways a small shop could advertise.

• Describe: explain what each advertising method looks like.
• Compare: point out useful similarities and differences.
• Evaluate: use the shop's needs and evidence to decide which method is more suitable, and explain why.

This example helps explain the words, but the real assignment criterion always comes first. A learner does not meet a criterion simply by using the command verb in a sentence.

A daily marking routine

1. Read the full criterion, including its code and context.
2. Circle the command verb.
3. Find the part of the learner's work that relates to it.
4. Check that work against the whole criterion and Pearson's assessment guidance.
5. Write a short reason for your decision and point to the evidence.
6. If unsure, check the specification or ask your Lead IV before recording the final decision.

Do not mark by verb alone. The subject, scenario and full criterion matter too. Use the checkb.tech unit criteria library to find the criterion wording, then follow your centre's assessment process. For the wider routine, see our simple assignment-marking guide.

Use Pearson's wording as your source

Pearson's BTEC International qualification pages link to specifications and support for each subject. The approved centre teaching and assessment resources include delivery guides, assignment briefs and Pearson Set Assignments. Check the current materials for the qualification you teach.

Questions new teachers ask

Does one verb always mean one grade?

No. Do not assume every “explain” criterion is Pass or every “evaluate” criterion is Distinction. Read the full criterion and the standard for that unit.

Should I tell a learner exactly what to add?

Follow your centre's rules and the assessment instructions for that task. During a live assessment, do not give help that the rules do not allow. If a resubmission is authorised, follow the approved process and feedback limits.

Where should I go next?

Read how to mark an assignment, the resubmission guide and the guide to internal verification tools. For teacher reference, the checkb.tech help pages explain how the checking tool works; it supports review and does not award grades.