Top 200 Vocabulary Word List for the UCAT | Must Know Words for Common Examination Instructions

The 200-word examination instruction list

UCAT instructions tell you whether to use a passage, test a logical conclusion, calculate from data or judge a proposed action. Can’t tell means the text leaves the answer unresolved. In Situational Judgement, check whether the item asks about the appropriateness of an action or the importance of a consideration.

The numbered bank combines question directions, answer-format phrases and terms that help you work with the task. Use the official instructions for the exact item and test cycle.

Exam requirements · Worked examples · Fencing Method

Subtest instructions and response choices

No.	Instruction or term	What it asks you to do
1	Verbal Reasoning	Evaluate the written information and choose the answer supported by the passage.
2	Decision Making	Use the stated rules, logic and evidence to assess conclusions or solve the problem.
3	Quantitative Reasoning	Interpret the numerical information and answer the precise quantity asked for.
4	Situational Judgement	Judge actions or considerations in the context described.
5	True	Choose this when the passage establishes the statement under the instructions.
6	False	Choose this when the passage establishes that the statement conflicts with it.
7	Can’t tell	Choose this when the passage gives insufficient information to decide.
8	Yes or no conclusion	Evaluate each conclusion separately using only the stated information and directions.
9	Select the strongest argument	Choose the argument that is most relevant and well supported for the question asked.
10	Relevant consideration	Judge whether the fact or principle matters to the decision in this scenario.
11	Rate appropriateness	Judge how well the action fits the circumstances and the role of the person acting.
12	Rate importance	Judge how much the consideration matters when deciding what to do.
13	Most appropriate action	Identify the response that best addresses the issue within the stated role.
14	Least appropriate action	Identify the response that handles the situation least well.
15	Very appropriate	Use this judgement when the proposed response fits the scenario especially well.
16	Very inappropriate	Use this judgement when the action seriously conflicts with the scenario’s needs or expectations.
17	Appropriate but not ideal	Recognise an action that may help while leaving a more important part of the issue unresolved.
18	Important but not decisive	Recognise a factor that matters without settling the whole decision.
19	Subtest	Use the instructions, time and response format for the current part of the test.
20	Instruction screen	Read the directions before the separately timed question portion begins.
21	Cognitive total	Read the combined score from the three cognitive subtests.
22	Situational Judgement band	Read the band reported for this subtest separately from the cognitive total.
23	Venn diagram	Use the set boundaries and overlaps to place or count the specified members.
24	Overlap	Count the members belonging to both named groups.

Logic, rates and situational judgement

No.	Instruction or term	What it asks you to do
25	Neither group	Count the members outside both named sets.
26	Exactly one group	Count members in one named set while excluding the overlap.
27	All and only	Apply both directions of the stated condition when the wording establishes equivalence.
28	Some but not all	Check that at least one case is inside and at least one is outside the group.
29	Deductive conclusion	Accept a conclusion only when it follows from the stated premises.
30	Logical puzzle	Translate each rule into a constraint and check the possibilities against every rule.
31	Ranking constraint	Keep the required order or relative position of the named people or items.
32	Possibility	Identify a case that satisfies all the given conditions.
33	Certainty	Identify a conclusion that holds in every permitted case.
34	Syllogism	Use the stated premises to determine whether the proposed conclusion follows.
35	Probability tree	Follow the sequence of outcomes and use the relevant branch probabilities.
36	Expected frequency	Apply the probability to the specified number of trials.
37	Combined percentage	Use the combined numerator and denominator for the groups named.
38	Rate per hour	Express the amount as a rate using hours as the time unit.
39	Difference in percentage points	Subtract one percentage from another in the same scale.
40	Convert currency	Apply the exchange rate in the correct direction for the starting currency.
41	Multi-step calculation	Keep intermediate values tied to the quantities they represent.
42	Read a timetable	Use the correct departure, arrival or elapsed time for the named route.
43	Unit conversion	Convert values to consistent units before calculating or comparing.
44	Escalate a concern	Use an appropriate route to raise a concern beyond what your role can resolve.
45	Immediate concern	Identify an issue whose urgency affects the action in the scenario.
46	Role boundary	Check what the person described is responsible and authorised to do.
47	Proportionate response	Match the response to the seriousness and urgency of the issue.
48	Confidentiality	Treat sensitive information appropriately in the stated situation.
49	Clarify the facts	Ask for enough information to understand what happened before judging when the scenario permits it.
50	Respectful challenge	Raise a concern clearly without unnecessary personal criticism.
51	Acknowledge an error	Recognise the mistake and address its consequences within the stated role.

Evidence, numerical reasoning and answer checks

No.	Instruction or term	What it asks you to do
52	Must be true	Choose a statement that holds in every case consistent with the supplied facts.
53	Necessary assumption	Identify a premise the argument needs to reach its conclusion.
54	Sufficient assumption	Identify a statement that makes the conclusion follow when added to the premises.
55	Test a countercase	Find a permitted case where a suggested conclusion would fail.
56	Equivalent rule	Recognise a restatement that preserves the original condition and consequence.
57	Rules-based elimination	Discard a possibility as soon as it conflicts with a stated rule.
58	Converse	Switch the condition and outcome and check whether that new claim is independently supported.
59	Counterexample	Find a permitted case in which the proposed general conclusion fails.
60	Unrepresentative sample	Identify how the selected cases may differ from the group about which the author generalises.
61	Confuses cause and effect	Check whether the argument may have reversed what produces what.
62	Circular reasoning	Recognise when the reason effectively assumes the conclusion.
63	Author’s attitude	Infer the writer’s stance from wording, emphasis and qualification.
64	Quantifier scope	Check exactly which people, cases or claims are covered by all, some or none.
65	Not all	Recognise that at least one case is outside the claimed group.
66	Comparison group	Ask which group would provide a fair test of the claimed difference.
67	Alternative cause	Identify another event that could produce the observed result.
68	Normative claim	Recognise a claim about what ought to happen.
69	Descriptive claim	Recognise a claim about what happens or has happened.
70	Main conclusion	Identify the claim that the rest of the reasoning ultimately supports.
71	Intermediate conclusion	Identify a claim that receives support and then helps support a further claim.
72	Flag for review	Mark an item you may wish to revisit within the current subtest.
73	On-screen calculator	Use the supplied calculator where the section permits it.
74	Rate per period	Express the change or amount per common unit of time.
75	Rounding tolerance	Keep enough precision to distinguish close choices before rounding.
76	Percent of a percent	Convert to proportions and multiply when the second percent is applied to the first.
77	Unweighted mean	Average the listed values equally when the question calls for equal weighting.
78	Combined rate	Divide the sum of the outcomes by the combined exposure, time or relevant total.
79	Best illustrates	Choose the example or quotation that most directly shows the idea.
80	One possible value	Supply a single value that satisfies the given conditions.
81	Equation	Use or form a statement that two expressions have equal value.
82	Unit rate	Calculate the amount corresponding to one unit of the other quantity.
83	Percent increase	Divide the increase by the starting value and convert to a percent.
84	Percentage point	Find the simple difference between two percentage values.
85	Initial value	Find the starting quantity, often the output at input zero.
86	Random sample	Check how cases are selected before drawing conclusions about a population.
87	Sample size	Check how many observations or individuals contribute to the result.
88	Scope	Check the population, time frame or range covered by the claim.
89	Calculate the percentage change	Divide the change by the starting value and multiply by 100.
90	To scale	Use the stated relationship between drawing distances and actual distances.
91	Not to scale	Use the stated measurements and relationships when calculating.
92	Exact value	Leave the answer in a form that preserves its full value.
93	Rearrange	Change the equation to make the required quantity the subject.
94	Solve	Find the values that satisfy the equation or inequality.
95	Result	Record the reading or outcome that the question asks for.
96	Find the exact value	Retain radicals, fractions, logarithms or π in exact form where appropriate.
97	Compare before rounding	Keep enough precision to avoid treating distinct values as equal.
98	Feasible range	Keep values within the limits imposed by all constraints.
99	Set up an equation	Translate the given conditions into a mathematical relationship.
100	Solve for the unknown	Isolate the quantity the stem asks for and verify the result.
101	Resulting balance	Calculate the value after all stated additions and deductions.
102	Expected value	Find the probability-weighted mean under the stated model.
103	Interpret the result in context	Name the relevant population, quantity or effect when explaining your conclusion.
104	Read the graph’s units	Check the unit and interval before estimating a value.
105	Compare and contrast	Address similarities and differences for the named items.
106	Raw data	Use the measurements as originally collected.
107	Processed data	Use values calculated, combined or transformed from the original readings.
108	Percentage uncertainty	Express the uncertainty relative to the measured value as a percentage.
109	Anomalous result	Recognise a result inconsistent with the main pattern or expected relationship.
110	Limitations	Identify specific boundaries on the conclusions that the method can support.
111	Single answer choice	Select the number of choices directed by the item.
112	Round	Adjust a number to the requested precision using the next digit.
113	Solution set	Identify the full set of values that satisfy the stated relationship.
114	Expression	Work with the requested combination of numbers, variables and operations.
115	Inequality	Use or form the required greater-than or less-than relationship.
116	Constant term	Identify the part of the expression with no variable factor.
117	Coefficient	Identify the numerical multiplier of the specified variable term.
118	Maximum	Find the highest possible value within the conditions.
119	Minimum	Find the lowest possible value within the conditions.
120	Infinitely many solutions	Recognise when the conditions hold for an unbounded number of possible values.
121	One solution	Identify the unique value or pair satisfying the conditions.
122	Probability	Find the likelihood of the event under the given conditions.
123	Check the comparison basis	Make sure the quantities or conclusions use the same starting conditions.
124	Predict the outcome	State the expected result in the conditions described.
125	Check each conclusion	Decide separately whether each proposed result follows from the facts.
126	Read the display	Identify the chart, row or category that supplies the required number.
127	Compare two entries	Use the stated groups and the same units for both entries.
128	Named quantity	Use the value or rate named in the last line rather than a nearby total.
129	Required outcome	Find the requested result in the output column or comparison.
130	Read the key	Match the labels or symbols to the relevant series before using a value.
131	Open the calculator	Use the available on-screen tool when it helps and return to the item to record the result.
132	Check the role	Use the responsibilities of the person named in the scenario.
133	Support the claim	Give evidence that bears on the exact claim in the question.
134	Explain the result	Connect the observation to a biological, historical or other applicable reason.
135	Experimental design	Use the stated groups, conditions and measurements to judge the experiment.
136	Variable	Identify a quantity or feature that can change.
137	Independent variable	Identify the factor changed or selected as the input.

Core instructions and constraints

No.	Instruction or term	What it asks you to do
138	Recognise	Find a familiar feature in a new example.
139	Identify	Name or pick out the item the question specifies.
140	Select	Choose only the number of options requested.
141	Match	Pair each item with the option that corresponds to it.
142	Complete	Fill in what is missing while keeping the supplied structure.
143	Label	Attach the correct name to the indicated part.
144	Locate	Find the specified detail, point or region.
145	Indicate	Make the chosen feature or answer clear.
146	Record	Write the result in the space and form provided.
147	Answer	Respond directly to the question being asked.
148	Give	Supply the requested fact, example or result.
149	State	Express the required point directly and clearly.
150	Name	Supply the correct term, person or item.
151	List	Set out the requested items separately.
152	Define	Give the precise meaning used in the subject or question.
153	Describe	Report the relevant characteristics, events or pattern.
154	Outline	Give the main steps or points in brief.
155	Summarise	Select the central points and leave out minor details.
156	Explain	Connect the result to its cause, mechanism or reasoning.
157	Compare	Set the items side by side on the same relevant feature.
158	Contrast	Show how the items differ on a shared point of comparison.
159	Analyse	Break down the evidence and explain how its parts relate.
160	Interpret	Say what a statement, result or display means in context.
161	Infer	Use clues to reach a conclusion the material implies.
162	Predict	Use available evidence to say what is likely to happen.
163	Suggest	Offer a plausible answer suited to the information given.
164	Justify	Give evidence for the claim and explain how that evidence supports, qualifies or defends it.
165	Evaluate	Weigh relevant evidence or criteria before reaching a judgment.
166	Assess	Judge the extent, value or strength of something using evidence.
167	Discuss	Develop a structured response that considers the relevant issues.
168	Distinguish	Give the feature that lets the reader tell two things apart.
169	Support	Supply evidence that helps establish the claim.
170	Illustrate	Make an idea clear with a relevant example or diagram.
171	Demonstrate	Show how a fact, process or result can be established.
172	Determine	Work from the given information to establish an answer.
173	Calculate	Use numbers or other given information to work out a result.
174	Estimate	Find an approximate answer using the available clues.
175	Check	Test the answer against the original instruction or condition.
176	Arrange	Put items into the order or grouping requested.
177	Sequence	Put stages into a meaningful order.
178	Classify	Assign each item to a category using the stated rule.
179	Group	Put items with a shared feature together.
180	Order	Sort items by the criterion given in the prompt.
181	Omit	Leave out the indicated item or detail.
182	Include	Make sure the requested part appears in the response.
183	Exclude	Keep the named item or category outside your answer.
184	Refer to	Use the specified passage, figure or notes when responding.
185	Based on	Ground the answer in the material named in the question.
186	According to	Use what the specified source says.
187	In context	Use the meaning that fits this passage or situation.
188	Most likely	Choose the conclusion with the strongest support among the options.
189	Best supported	Prefer the conclusion backed most directly by the evidence.
190	Explicit	Stated directly in the source.
191	Implicit	Suggested by the source and recoverable from clues.
192	Evidence	A fact, detail or observation that supports a claim.
193	Claim	An assertion that can be tested against evidence or reasoning.
194	Example	A particular case used to make a general idea clear.
195	Conclusion	The result reached after considering the reasoning or evidence.
196	Assumption	A premise taken as given for the purpose of the question.
197	Condition	A requirement that must be satisfied.
198	Constraint	A restriction that shapes the possible answers.
199	Criterion	A standard used to choose or judge an answer.
200	Context	The surrounding information that helps determine meaning.

What the examination requires

Four subtests in the UK UCAT 2026 format

The UCAT Consortium lists Verbal Reasoning, Decision Making, Quantitative Reasoning and Situational Judgement. Standard question times are 22, 37, 26 and 26 minutes respectively. Instruction screens have separate allowances, bringing the standard total to 117 minutes and 30 seconds.

Read the response rule for the current item

Verbal Reasoning asks you to work with a passage. In True, False or Can’t tell items, distinguish a contradiction from information the passage does not establish. Decision Making can require separate judgements on several proposed conclusions. Read the instructions before applying the same answer rule to every item.

Check the units and the decision criterion

Quantitative Reasoning uses numerical information, so check the relevant group, units and time period. Situational Judgement asks about the action or consideration described in the scenario. Work with the role, circumstances and urgency given. This is a guide to reading test prompts and examples.

Check your cycle and the score a university uses

The three cognitive subtests receive scores on 300–900 scales. Situational Judgement is reported separately in Bands 1–4. The Consortium marks its tutorials as specific to the 2026 cycle and subject to change for 2027. Use the current UK UCAT materials and check the admissions requirements of the universities receiving your results.

• Read the whole instruction before choosing your first step.
• Identify the evidence, person, group or source named in the task.
• Check the response form and any stated limits.

Worked examples of common examination instructions

These original practice examples show how a change in wording changes the response.

Choose Can’t tell when evidence is missing

An invented passage says that four students volunteered at an event on Saturday. The statement says that at least one also volunteered on Sunday. If the passage gives no Sunday information, choose Can’t tell. If the passage instead says none of the Saturday group returned on Sunday, the statement is False.

Test a conclusion without reversing a rule

Suppose all mentors complete orientation. Lee completed orientation. Does it follow that Lee is a mentor? No. The premise gives a condition all mentors meet, but allows other people to complete orientation too. Check for a permitted example in which the proposed conclusion fails.

Count a shared group once

A club has 16 members who play chess and 12 who play badminton. Five play both. The number who play at least one is 16 + 12 − 5 = 23. The number who play exactly one is 18. Identify whether the question includes or excludes the overlap.

Convert to the right comparison

A practice schedule lists 48 appointments in four hours and 65 appointments in five hours. Those rates are 12 and 13 appointments per hour. Compare the rates only after putting both values on the same time basis. If the prompt asks for the difference in totals, use 17 appointments instead.

Distinguish an action from a consideration

An invented workplace scenario describes two colleagues disagreeing over who should record a message. An action might be to clarify responsibility with the person overseeing the task. A consideration might be whether the delay affects someone waiting for a response. Check which of these two jobs the question is asking you to judge.

Use the Fencing Method to practise instructions

Start with a short sentence you can check. Add one precise detail, then the relationship or action the task calls for. Use the same instruction with fresh material. In a selected-response test, the sentence is a practice check for deciding which option fits.

1. The passage does not settle it.
2. The passage names Saturday volunteers but does not mention Sunday.
3. Because the passage gives no Sunday information, it does not establish whether any of Saturday’s volunteers returned.
4. Use a new passage and write one sentence identifying what extra evidence would turn Can’t tell into True or False.

Read the eduKate Fencing Method for Vocabulary.

Practise and check your answers

Use the question’s rule before testing a choice

Write the constraint from the stem as a short sentence. In Decision Making, see whether an apparently reasonable conclusion still holds in every permitted case. For numerical work, check whether the question asks for a total, rate or difference before calculating.

Review actions and considerations separately

After an official Situational Judgement set, check whether each item asked what someone should do or what mattered in the decision. Identify the role, urgency and information supplied. Use the provider’s explanations to understand how those details affect the judgment.

Practice 1. All applicants in Group A submitted a form. A person submitted a form. Must the person belong to Group A?

No. The rule does not establish that everyone who submits a form is in Group A.

Practice 2. A table gives 20 and 25 as percentages. What is the difference in percentage points?

Five percentage points. A relative percentage change would require a separate calculation against the starting value.

Practice 3. Two actions are plausible but the item asks about one named action. What should you assess?

Judge the named action in the stated role and circumstances.

Practice 4. What should you check before practising a timed set?

Check the subtest, cycle and time allowance. Use the Consortium’s current instructions and practice materials.

Frequently asked questions

Does the 2026 UK UCAT include Abstract Reasoning?

The 2026 structure lists three cognitive subtests and Situational Judgement.

Is Can’t tell the same as False?

No. A false statement conflicts with the passage. Can’t tell applies when the passage does not settle the statement.

Does this guide describe UCAT ANZ?

The format and timings here come from the UK UCAT Consortium. Check the separate provider materials for your own test.

Official sources and next reading

• UK UCAT format and scoring
• UCAT standard and approved timing formats
• UCAT official 2026 question tutorials
• UCAT calculator, flag and review tools

Related guide in this series · LSAT examination instructions

Read eduKateSG’s 200-word vocabulary guide for more ways to group and practise vocabulary.

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