Development of a Command Words Learning Toolkit: Understanding the Disparities and Strategies for Enhancing Educational Equity

Sayan, Berna; Veysey, Christopher

Abstract

The attainment gap between students entering higher education (HE) with BTEC qualifications and those with A-levels has gained attention in pedagogical research (Finlayson, 2018; Nuffield Foundation, 2022). While BTECs provide practical, application-based learning and offer university access for disadvantaged students, data shows higher dropout rates and lower degree classifications among BTEC learners compared to A-level peers (Swinton, 2020). Differences in assessment styles may contribute to this disparity (Office for Students, 2022).

A-levels emphasise “command words” like "analyse," "evaluate," and "discuss," teaching students how to respond through systematic practice, which prepares them for HE assessments (Taylor, 2023). In contrast, BTECs focus on task-based skills, where command words appear but are not explicitly taught or emphasised (Taylor, 2023). As a result, BTEC learners may struggle to interpret and respond to these terms, disadvantaging them in HE assessments that are often closer in style to A-level than BTEC assessments.

This disparity may be addressed by creating a command word glossary for BTEC students that provides clear definitions, examples, and guidance. By making the meaning of these words explicit, we can help BTEC learners approach HE assessments more confidently, fostering educational equity.

• Journal Article Type: Other
• Online Publication Date: Feb 13, 2025
• Publication Date: Feb 13, 2025
• Deposit Date: Apr 17, 2025
• Publicly Available Date: Apr 23, 2025
• Electronic ISSN: 2977-6996
• Peer Reviewed: Peer Reviewed
• Volume: 1
• Issue: 1
• DOI: https://doi.org/10.57898/pedagogy.275
• Other Repo URL: https://doi.org/10.57898/pedagogy.275