Cambridge Primary

Cambridge Primary assessment terms

Our Primary assessment terms are words that are used for formative purposes in the classroom and
summative assessments for learners. The purpose of this guidance and list of terms is to promote the use of
clear, accessible and consistent assessments across different subjects, levels and years. The assessment
terms used in our assessment materials are listed at the end of this document.

• These terms can be used in the wording of tasks for assessments.

• The terms include words which assess a particular cognitive skill and words of a more instructional or
directive nature. Use of such instructional and directive words should be kept to a minimum in
assessments as learners should intuitively know what they need to do or know as the result of being
familiar with the test format and platform, through their learning experience and ongoing classroom
practice. For example, ‘Tick the correct box ...’ could become ‘What is the name of …?’.

• The terms have been selected from items and tasks that appear in Cambridge Primary Checkpoint
assessments for English, Mathematics and Science. There may be other subject-specific terms for other
subjects, including Cambridge Global Perspectives and ICT Starters, that are not given here but which can
and should be used.

• Before using words or terms not listed here, check that none of the terms on this list can be used. For
example, ‘Circle …’ can be used instead of ‘Put a ring round …, ‘Combine these sentences …’ can be
written as ‘Rewrite these two sentences as one sentence’.

• These terms should be used according to the assessment context, i.e. the subject, the stage of
assessment and the age/level of the learners. For example, for younger primary level learners, the use of
the words such as Factorise or Predict, may not be appropriate.

• Items and tasks for these learners should be short and use simple language, because the level of
cognitive demand needs to be lower and the response required is not as complex as for older/higher
learners who need less support.

• In assessments for younger learners, direct questions beginning with question words such as ‘What …?’,
‘Why …?’, ‘When …?’, ‘Where …?’, ‘Who …?’, ‘Which …?’, ‘How …?’, ‘How much/many/often ...?’ are
common and appropriate. (Note that multiple choice questions at all levels are usually written in this way.)

• Definitions of each term, notes and/or an exemplification of how the term should be used are provided in
the table below. In some cases, where a term may relate only to an individual subject (e.g. for
Mathematics), this is indicated.

Cambridge Primary assessment terms 1

List of assessment terms

Add – (Mathematics) e.g. ‘Add the two fractions Match – link the most suitable options
below.’

Answer – e.g. ‘Read the text and answer the Measure – find the exact size or amount
Questions.’

Calculate – (Mathematics) work out from given Multiply – (Mathematics) e.g. ‘Multiply the two
facts, figures or information fractions below.’

Change – make different Name – write down the name of something

Choose – select from given options Order – classify e.g. by size

Circle – e.g. ‘Circle the correct answer.’ Plot – draw points or a line on a graph

Complete – add information e.g. ‘Complete these Predict – say what may happen using available
sentences.’ information

Construct – (Mathematics) draw accurately using Put – e.g. ‘Put these numbers in order, from
e.g. a protractor, compass etc. smallest to largest’, ‘Put a cross (x) next to the
statement which is wrong.’ (Instructional)

Convert – change data from one form to another Read – e.g. ‘Read the text and answer the
questions.’

Copy – reproduce exactly Rearrange – organise in a different way

Decide – e.g. ‘Decide if the following sentences are Reflect – (Mathematics) draw the mirror image
true or false.’

Describe – give the main features Rewrite – change a piece of writing

Divide – (Mathematics) e.g. ‘Divide these two Rotate – (Mathematics) turn around a fixed point
fractions.’

Draw – make a picture or graph etc. Round – (Mathematics) e.g. ‘Round your answer to
two decimal places.’

Enlarge – (Mathematics) change size from a given Shade – use a pencil to colour
point

Estimate – give an approximate value Show – write down all the calculations

Expand – (Mathematics) e.g. ‘Expand Simplify – (Mathematics) e.g. ‘Simplify

(x + 4)(x − 2).’ x + 2x + 3 + 2.’

Explain – give purposes or reasons Sketch – make an approximate drawing

Factorise – (Mathematics) e.g. ‘Factorise Solve – (Mathematics) find the answer and show all
x² + 2x – 8.’ working/calculations

Find – (Mathematics) e.g. ‘Find the area of the Subtract – (Mathematics) e.g. ‘Subtract 9 from 36.’
rectangle’, ‘Find three different words from the text
that mean ….’.

Give – provide a short answer or short answers Suggest – use knowledge/understanding in a given
situation/context

Cambridge Primary assessment terms 2

 Insert – e.g. ‘Insert the clause into the sentence.’ Tick – e.g. ‘Tick (✓) to show if these statements are
true or false.

List – write down a number of things Use – e.g. ‘Use the information to calculate …’

Listen – e.g. ‘Listen to the interview and answer the Work out – Calculate from given information e.g.
questions.’ ‘Work out the cost of …’

Look at – view e.g. a diagram Write (down) – e.g. ‘Write down the name of the
shape’, ‘Write an email to a friend’, ‘Write these
numbers in order.’

Question Words
How* …? Which …?
What …? Why* …?
When …? Who…?
Where…? In which way ...?

* ‘How’ can be confused with ‘why’, and some learners will not know the difference between a cause and a
method. Replace by, for example, ‘in which way’ or ‘describe’.

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Cambridge Primary assessment terms 3