Somewhere in the first line of your task sheet there is a verb, and it is doing more work than the rest of the sentence. QCAA publishes the full set of them in one document. This page reproduces that set — all 117 terms, with the official wording for each — and makes it searchable, because a list this long is only useful if you can find one entry in it quickly.
If what you want is the argument about which verbs are harder than others, that is a different page: what analyse, evaluate and justify actually demand works through the high-frequency verbs and the pairs students confuse. This page is the reference.
What the cognitive verb framework actually is
The document is called the Cognitive verb framework, subtitled A framework for discussing key verbs used in senior syllabuses. It runs to eight pages, carries an August 2025 date, and lists 117 terms alphabetically with no grouping and no ranking. It replaced the shorter glossary that many students and teachers still have bookmarked, so a printout from a couple of years ago will be missing entries.
Every entry completes the same sentence, and reading one entry without that frame in front of you is the most common way to misread it.
That phrasing is deliberate on QCAA's part, and it changes what the document is. It is not a dictionary telling you what a word means in general English. It describes what students do when a subject asks them to perform that verb, which is why almost every entry reads as an action rather than a concept. The framework also says, in its own words, that it exists so teachers and students have shared language for discussing these verbs — not so that a verb can be looked up and mechanically converted into a mark.
QCAA is unusually open about how the document was built. Its development statement records that QCAA drew an initial list of the 17 most-used cognitive verbs from an analysis of all syllabus documents, used a large language model to draft initial frameworks for selected verbs, developed the remaining entries from syllabus objectives, internal assessment specifications, subject reports, marking guides and standards, then had QCAA officers collaboratively review, refine and validate all of them. The uniform sentence structure across all 117 entries is a direct result of that process.
Every cognitive verb, A to Z
Search by the verb or by any word inside a definition — searching evidence, for instance, surfaces the six or so verbs that turn on it. The three demand filters cover the 22 verbs sorted into levels in the companion article; the other 95 carry no level because QCAA does not assign one, and guessing at it here would be inventing data. Press / to jump to the search box.
The term <verb> represents the variety of subject-specific techniques and processes students use to …
- achieve
- students use to successfully bring about a desired result or outcome through effort or skill.
- acknowledge
- students use to recognise or admit the existence, truth or validity of something.
- act
- students use to take deliberate action or perform in a particular way in response to a situation or stimulus.
- adapt
- students use to modify or adjust an approach or method to suit different conditions or requirements.
- analyseAnalytical
- students use to break down information and reveal aspects that are not immediately obvious.
- annotate
- students use to add notes or comments to a text or diagram to provide additional information or explanation.
- applyAnalytical
- students use to put knowledge or an idea, rule, principle or method into practical effect for a specific purpose or outcome.
- appraiseKnowledge utilisation
- students use to identify the quality, significance or performance of something or someone.
- appreciate
- students use to recognise the value, significance or importance of a concept, process and/or phenomenon.
- argue
- students use to present a reasoned point of view or evidence to persuade others of a particular position or conclusion.
- assessKnowledge utilisation
- students use to judge or determine the importance, value or quality of something.
- calculate
- students use to determine a numerical value or quantity through mathematical operations.
- classify
- students use to sort or group things based on shared features and/or characteristics.
- combine
- students use to join or merge different elements to form a coherent whole.
- comment
- students use to express an opinion, observation or reaction to something.
- communicate
- students use to convey information, ideas, concepts and/or feelings.
- compareAnalytical
- students use to examine similarities and differences between two or more things.
- compose
- students use to create or formulate something by arranging parts or elements in a particular way.
- comprehend
- students use to fully understand the meaning of something.
- conduct
- students use to direct, manage or carry out an activity, investigation or performance in a controlled manner.
- connect
- students use to join or link things together to establish a relationship or association between them.
- consider
- students use to think carefully about something before making a decision or forming an opinion.
- consolidate
- students use to strengthen or reinforce something by bringing separate parts together into a single, more effective whole.
- construct
- students use to build or create something by assembling parts in a structured manner.
- contrastAnalytical
- students use to examine differences between two or more things.
- control
- students use to direct or regulate the behaviour, operation or function of something.
- convey
- students use to communicate or transmit information, ideas or feelings to others.
- create
- students use to produce an original work or idea through imagination, invention, process or skill.
- critiqueAnalytical
- students use to provide an analytical review of something.
- deconstruct
- students use to break down something into its constituent parts to reveal its underlying structure or meaning.
- deduce
- students use to draw a logical conclusion from available information, evidence and/or data.
- define
- students use to state the precise meaning, nature or scope of something.
- demonstrateRetrieval
- students use to clearly show or prove understanding or a skill or concept.
- describeRetrieval
- students use to provide an account of a characteristic, feature or event.
- design
- students use to conceive, plan and develop the form and structure of something before it is made, executed or implemented.
- detail
- students use to provide precise and comprehensive information about something.
- determine
- students use to conclusively establish something through consideration, investigation or calculation.
- develop
- students use to advance or enhance an initial idea into a more refined form.
- devise
- students use to create or develop a new method, idea or plan through thought, invention or innovation.
- direct
- students use to guide, instruct or manage the actions or operations of someone or something.
- discriminate
- students use to distinguish between different concepts, objects, data and/or phenomena based on characteristics or properties.
- discussKnowledge utilisation
- students use to communicate about or examine a subject in detail, taking into account different aspects or perspectives.
- distinguishAnalytical
- students use to recognise or identify the differences between things.
- document
- students use to record or present information in a structured manner.
- draw
- students use to create a visual representation through lines, shapes and other marks.
- draw conclusions
- students use to arrive at logical judgments, decisions or inferences based on available evidence, premises or information.
- emphasise
- students use to highlight or give special attention to an important element or aspect of something.
- employ
- students use to make use of something for a particular purpose or in a particular way.
- establish
- students use to create a foundation or determine the validity of a concept or relationship.
- evaluateKnowledge utilisation
- students use to make a judgment about the value, quality or significance of something.
- examineKnowledge utilisation
- students use to inspect something in detail to discover, understand or find out.
- exchange
- students use to give and receive information, ideas or resources to and from another person.
- execute
- students use to carry out or implement a plan, strategy, design, procedure, process or set of instructions.
- experiment
- students use to investigate a phenomenon in a systematic, controlled manner.
- explainRetrieval
- students use to make something clear by revealing a cause, reason, context or relationship.
- exploit
- students use to make full and effective use of a resource or opportunity.
- explore
- students use to thoroughly and systematically investigate something for the purpose of learning more or discovering new insights or possibilities.
- express
- students use to communicate information, ideas or feelings in words, actions or artistic forms.
- generalise
- students use to form a broad conclusion or principle from specific instances or examples.
- generate
- students use to produce or create a new idea, solution or content through the application of knowledge, technology and creativity.
- identifyRetrieval
- students use to recognise and name something or someone specific.
- implement
- students use to put a decision, plan or system into effect or action.
- incorporate
- students use to include or absorb something as part of a larger whole.
- infer
- students use to derive a conclusion from facts, evidence or premises as a result of reasoning.
- integrate
- students use to combine or coordinate different elements to form a harmonious, interconnected system.
- interpretAnalytical
- students use to bring out, assign or explain the meaning or significance of something.
- investigate
- students use to systematically examine something to uncover information.
- judge
- students use to reach a conclusion about something based on careful consideration of evidence.
- justifyKnowledge utilisation
- students use to show or prove something to be right, reasonable or valid.
- maintain
- students use to preserve or continue a particular state, condition or level of performance.
- make
- students use to produce, create or construct something through deliberate action and application of skills.
- make decisions
- students use to select from potential courses of action or resolutions based on a rationale.
- make judgments
- students use to reach considered decisions based on evidence.
- make recommendations
- students use to suggest something as worthy of acceptance, adoption or implementation.
- make refinements
- students use to improve something by making adjustments or modifications.
- make use of
- students use to employ something as a means of accomplishing a task or achieving a purpose.
- manipulate
- students use to handle, control or influence something to achieve a particular outcome or intent.
- organise
- students use to systematically arrange elements into a whole for a purpose.
- perceive
- students use to become aware of something through the senses or intuitive understanding.
- perform
- students use to carry out an action, task or function.
- plan
- students use to organise and prepare an approach for achieving a specific objective.
- predict
- students use to state or estimate what will happen in the future based on present knowledge or evidence.
- prepare
- students use to make something ready for use or for a particular purpose.
- present
- students use to show, display or communicate information or ideas to others.
- process
- students use to perform a series of actions or operations on something to achieve a particular outcome.
- propose
- students use to put forward an idea, solution, theory or plan for consideration, approval or action.
- propose recommendations
- students use to suggest something as worthy of acceptance, adoption or implementation.
- provide
- students use to supply or furnish with resources, information or support for a particular purpose.
- quantify
- students use to express or measure something in terms of quantity or numerical value.
- realise
- students use to bring something into concrete existence, fully comprehend something, or achieve a goal or ambition.
- recall
- students use to bring stored information back to mind without reference materials.
- recogniseRetrieval
- students use to acknowledge and identify something previously encountered based on its distinctive characteristics.
- record
- students use to document or preserve information or data for future reference.
- recount
- students use to give a detailed account of an event or experience.
- refer
- students use to direct attention to or mention something for a particular purpose.
- refine
- students use to improve something by making adjustments or modifications.
- reflect
- students use to think deeply and carefully about an experience, idea or observation to gain new insights or understanding.
- represent
- students use to depict, symbolise or stand for something else through description, portrayal or simulation.
- research
- students use to systematically investigate something to establish facts or principles or reach a new conclusion.
- resolve
- students use to bring components into clarity and cohesion, achieving a sense of completion, unity or intentional effect within a work.
- respond
- students use to react or reply to a stimulus, question or situation in an appropriate manner.
- select
- students use to choose an appropriate element or option from alternatives based on a specific rationale or purpose.
- sequence
- students use to arrange elements in a logical order or progression.
- sketch
- students use to make a simple drawing that shows the main features of something.
- solveKnowledge utilisation
- students use to find a solution to a problem or challenge.
- specify
- students use to identify or state something clearly and precisely.
- state
- students use to express something clearly and definitively.
- structure
- students use to arrange elements according to a framework, system, pattern, plan or purpose.
- summariseRetrieval
- students use to give a concise account of the main points or features of something.
- support
- students use to provide evidence, assistance or reinforcement that strengthens or validates a position, claim or structure.
- sustain
- students use to maintain something at a certain level or rate over time.
- symbolise
- students use to express or embody an abstract idea, concept or quality through a representative form or object.
- synthesiseKnowledge utilisation
- students use to combine different elements into a coherent whole.
- transform
- students use to substantially change something in form, appearance or character.
- understand
- students use to recognise, discern, interpret, know, perceive, comprehend or grasp the intended meaning, nature, character or importance of something.
- unify
- students use to bring together different elements to form a coherent whole that has a single identity or purpose.
- useRetrieval
- students use to apply knowledge or skills to achieve a specific purpose or outcome.
How to read an entry without misreading it
Two habits stop this list from being used badly.
The first is remembering that the verb does not set the level on its own — the object attached to it does at least as much work. Identify sits low on any reading of demand, but "identify the errors in this reasoning" is analytical work. Construct a labelled diagram and construct an argument share a verb and share almost nothing else. Read the whole instruction, not its first word.
The second is that these definitions are subject-neutral by design, and your syllabus is not. The framework describes techniques and processes "students use to" achieve something; which techniques count is decided by your subject. Evaluate in Chemistry means weighing the reliability of a method against its sources of error. Evaluate in English means judging how effectively a text positions a reader. One entry, two quite different pieces of writing.
Where the verb shows up in your ISMG
The verb rarely survives into your marking guide in the form you first met it. Task sheets use the verb; instrument-specific marking guides tend to use its noun or adjective, so analyse arrives as "analysis" and justify as "justified". The bands above and below yours often keep that same word and change only the qualifier in front of it — discerning, effective, adequate.
That is why looking a verb up is the start of the job rather than the end of it. Once you know what the verb asks for, the useful next step is finding where the marking guide has hidden it, which is what reading an ISMG properly is for. If the marking guide itself is the unfamiliar part, the complete guide to what an ISMG is covers the structure first.
Key takeaways
| Point | Details |
|---|---|
| 117 terms, one document | The August 2025 Cognitive verb framework lists 117 terms alphabetically across eight pages, and supersedes the older, shorter glossary. |
| Entries are actions, not definitions | Each one completes “…the variety of subject-specific techniques and processes students use to …”, so it describes what you do, not what the word means. |
| No ranking in the source | QCAA lists the terms alphabetically and assigns no level of demand. The three-level grouping is an interpretation, and it covers 22 of the 117. |
| The object matters as much as the verb | “Identify errors” is analytical work even though identify is not an analytical verb. Read the whole instruction. |
| The verb changes shape in the ISMG | Analyse becomes “analysis”; the bands then move the qualifier in front of it rather than the verb itself. |
The list I wish I had had
For most of Year 11 I treated the verb as decoration. I read "evaluate the effectiveness of the model" as "write about the model", produced something that described it accurately and at length, and could not work out why the feedback said I had not evaluated anything. The verb had told me exactly what to do and I had skimmed past it.
What finally fixed it was mundane. I looked the word up, wrote its definition at the top of my planning page, and checked my draft against that one sentence before I submitted. Half the time the check passed. The other half it caught a paragraph that was doing a lower-order job than the task had asked for, which is a much cheaper thing to find at the planning stage than in a marker's comment.
That is the whole use of a page like this. Not to memorise 117 entries, but to look one up in ten seconds on the night you are planning, and again on the night you are checking.
Check the verb against your own draft
Knowing what evaluate asks for and knowing whether your draft has done it are separate problems, and the second one is harder to judge from the inside. ISMGenius reads your draft against your task's ISMG and reports criterion by criterion where the work sits and what is missing, which is where a verb you have answered at the wrong level tends to show up.
You can check a draft against your ISMG before you submit, or look up an unfamiliar assessment term in the QCAA senior assessment glossary. The source document for everything on this page is QCAA's Cognitive verb framework, published under a Creative Commons BY 4.0 licence.
