What is exam question analysis?

Show learners an exam question and ask them to identify the command word Discuss what each command word requires (describe vs explain vs evaluate) Analyse the mark allocation and what it tells them about the expected response Practise applying this analysis before writing answers

Exam Question Analysis | Rainbow Curriculum

How it works

Many learners do not know clearly enough what exam questions are asking for. They see "Explain" and write a description. They see a six-mark question and write one sentence. Exam question analysis addresses this directly by teaching learners to decode assessment language before they attempt to answer.

Start by showing a question and asking: "What is the command word?" Then discuss what that word actually requires. "Describe" means say what something is like. "Explain" means say why or how. "Evaluate" means weigh up and make a judgement. "Compare" means find similarities and differences. These distinctions are not obvious to most learners.

Next, look at the marks. A two-mark question needs two distinct points. A six-mark question needs a developed, structured response. The size of the answer space gives information too. Learners who understand this simple relationship between marks and depth produce significantly better answers.

This technique is most powerful when modelled alongside exemplars. Show learners a strong answer and a weak answer to the same question. Ask them to identify why one scores higher. The combination of question analysis and exemplar comparison builds assessment literacy rapidly.

Classroom example

A Year 9 Science and Technology class in a Wrexham school is preparing for an end-of-unit assessment. The teacher displays a six-mark question: "Explain how vaccination prevents disease." Instead of answering immediately, learners first identify "explain" as the command word, note the six marks, and predict what a full answer needs. Working in pairs, they draft a plan listing six points. Only then do they write their answer. The teacher reports that answer quality improved dramatically compared to previous assessments where learners jumped straight to writing.

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Curriculum for Wales connection

Exam question analysis develops the "Reflect" strand of thinking skills by helping learners understand assessment expectations and evaluate their own responses. It builds cross-curricular literacy through analysis of instructional language and supports learners in becoming "ambitious, capable learners" who can approach assessment with confidence.

Rainbow Curriculum's Thinking Tools lens helps you plan where assessment literacy skills are developed across your curriculum, ensuring learners are not left to figure out exam technique on their own.

Tips

Create a classroom display of command words with clear definitions and example sentence starters.
Do not assume learners know the difference between "describe" and "explain." Teach it explicitly.
A common pitfall: only doing this in Year 11. Start exam question analysis early so learners build the skill over years.
Combine with peer marking so learners apply the analysis criteria to each other's work.
Use real past papers where possible. Learners find them more motivating than made-up questions.

Related tools

Exemplars

Real examples of work at different quality levels that learners compare and discuss to understand what success looks like before they begin their own task.

Group Work on Big Copies of Exam Questions

Groups tackle super-sized laminated exam questions together, drafting answers collaboratively before marking their own work against success criteria.

Peer Marking

A structured assessment strategy where learners evaluate each other's work against clear success criteria, developing their ability to identify quality and give constructive feedback.

Self-Marking

A self-assessment strategy where learners evaluate their own work against clear criteria, developing the ability to judge quality and identify areas for improvement independently.