2025 AQA A-Level Psychology Paper 3
– Complete Mark Scheme, Issues
& Options, Detailed Answers,
Study
Guide, and Exam Preparation Material
A-level
PSYCHOLOGY
7182/3
Paper 3 Issues and options in psychology
Mark scheme
June 025
Version 1,0 Final Mark Scheme
,Mark schemes are prepared by the Lead Assessment Writer and considered,
together with the relevant questions, by a panel of subject teachers. This mark
scheme includes any amendments made at the standardization events which all
associates participate in and is the scheme which was used by them in this
examination. The standardization process ensures that the mark scheme covers
the students’ responses to questions and that every associate understands and
applies it in the same correct way. As preparation for standardization each
associate analyses a number of students’ scripts. Alternative answers not
already covered by the mark scheme are discussed and legislated for. If, after
the standardization process, associates encounter unusual answers which have
not been raised they are required to refer these to the Lead Examiner.
It must be stressed that a mark scheme is a working document, in many cases
further developed and expanded on the basis of students’ reactions to a
particular paper. Assumptions about future mark schemes on the basis of one
year’s document should be avoided; whilst the guiding principles of assessment
remain constant, details will change, depending on the content of a particular
examination paper.
2
, MARK SCHEME – A-LEVEL PSYCHOLOGY – 7182/3 – JUNE 2025
Level of response marking instructions
Level of response mark schemes are broken down into levels, each of which has a
descriptor. The descriptor for the level shows the average performance for the level. There
are marks in each level.
Before you apply the mark scheme to a student’s answer read through the answer and
annotate it (as instructed) to show the qualities that are being looked for. You can then apply
the mark scheme.
Step 1 Determine a level
Start at the lowest level of the mark scheme and use it as a ladder to see whether the answer
meets the descriptor for that level. The descriptor for the level indicates the different qualities
that might be seen in the student’s answer for that level. If it meets the lowest level then go to
the next one and decide if it meets this level, and so on, until you have a match between the
level descriptor and the answer. With practice and familiarity you will find that for better
answers you will be able to quickly skip through the lower levels of the mark scheme.
When assigning a level you should look at the overall quality of the answer and not look to pick
holes in small and specific parts of the answer where the student has not performed quite as
well as the rest. If the answer covers different aspects of different levels of the mark scheme
you should use a best fit approach for defining the level and then use the variability of the
response to help decide the mark within the level, ie if the response is predominantly Level 3
with a small amount of Level 4 material it would be placed in Level 3 but be awarded a mark
near the top of the level because of the Level 4 content.
Step 2 Determine a mark
Once you have assigned a level you need to decide on the mark. The descriptors on how to
allocate marks can help with this. The exemplar materials used during standardisation will
help. Answers in the standardising materials will correspond with the different levels of the
mark scheme. These answers will have been awarded a mark by the Lead Examiner. You can
compare the student’s answer with the standardised examples to determine if it is the same
standard, better or worse than the example. You can then use this to allocate a mark for the
answer based on the Lead Examiner’s mark on the example.
You may well need to read back through the answer as you apply the mark scheme to clarify
points and assure yourself that the level and the mark are appropriate.
Indicative content in the mark scheme is provided as a guide for examiners. It is not
intended to be exhaustive and you must credit other valid points. Students do not have to
cover all of the points mentioned in the indicative content to reach the highest level of the
mark scheme.
An answer which contains nothing of relevance to the question must be awarded no marks.
3
, MARK SCHEME – A-LEVEL PSYCHOLOGY – 7182/3 – JUNE
2025
Section A
Issues and debates in psychology
0 1 Which of the following terms best represents the view that biology and
environment work together to determine behaviour?
Write the correct letter in your answer book.
[1 mark]
Marks for this question: AO1 = 1
Answer: D – Interactionism
0 2 What are behavioural categories? Explain why it was important to use
behavioural categories in this observation.
[4 marks]
Marks for this question: AO1 = 2, AO2 = 2
Level Marks Description
Knowledge of behavioural categories is clear and detailed, showing sound
understanding. The explanation is clear and appropriate. There is
2 3–4 appropriate
use of specialist terminology.
Knowledge of behavioural categories is limited/muddled, showing limited
understanding. The explanation lacks detail. Use of specialist terminology
1 1–2 is
either absent or inappropriate.
0 No relevant content.
Possible content:
a system of behavioural categories is a list/tally chart examples of behaviour likely to
occur during an observation
these should be observable/objectively defined/operationalised/unambiguous.
Possible explanation:
using a set of behavioural categories should enable the recordings of friendly
behaviour made by the two students to be consistent (can help to establish inter-observer
reliability)
this means that the observations can be carried out reliably/be less subjective
interpretations of what is friendly and what is not.
Credit other relevant material.
– Complete Mark Scheme, Issues
& Options, Detailed Answers,
Study
Guide, and Exam Preparation Material
A-level
PSYCHOLOGY
7182/3
Paper 3 Issues and options in psychology
Mark scheme
June 025
Version 1,0 Final Mark Scheme
,Mark schemes are prepared by the Lead Assessment Writer and considered,
together with the relevant questions, by a panel of subject teachers. This mark
scheme includes any amendments made at the standardization events which all
associates participate in and is the scheme which was used by them in this
examination. The standardization process ensures that the mark scheme covers
the students’ responses to questions and that every associate understands and
applies it in the same correct way. As preparation for standardization each
associate analyses a number of students’ scripts. Alternative answers not
already covered by the mark scheme are discussed and legislated for. If, after
the standardization process, associates encounter unusual answers which have
not been raised they are required to refer these to the Lead Examiner.
It must be stressed that a mark scheme is a working document, in many cases
further developed and expanded on the basis of students’ reactions to a
particular paper. Assumptions about future mark schemes on the basis of one
year’s document should be avoided; whilst the guiding principles of assessment
remain constant, details will change, depending on the content of a particular
examination paper.
2
, MARK SCHEME – A-LEVEL PSYCHOLOGY – 7182/3 – JUNE 2025
Level of response marking instructions
Level of response mark schemes are broken down into levels, each of which has a
descriptor. The descriptor for the level shows the average performance for the level. There
are marks in each level.
Before you apply the mark scheme to a student’s answer read through the answer and
annotate it (as instructed) to show the qualities that are being looked for. You can then apply
the mark scheme.
Step 1 Determine a level
Start at the lowest level of the mark scheme and use it as a ladder to see whether the answer
meets the descriptor for that level. The descriptor for the level indicates the different qualities
that might be seen in the student’s answer for that level. If it meets the lowest level then go to
the next one and decide if it meets this level, and so on, until you have a match between the
level descriptor and the answer. With practice and familiarity you will find that for better
answers you will be able to quickly skip through the lower levels of the mark scheme.
When assigning a level you should look at the overall quality of the answer and not look to pick
holes in small and specific parts of the answer where the student has not performed quite as
well as the rest. If the answer covers different aspects of different levels of the mark scheme
you should use a best fit approach for defining the level and then use the variability of the
response to help decide the mark within the level, ie if the response is predominantly Level 3
with a small amount of Level 4 material it would be placed in Level 3 but be awarded a mark
near the top of the level because of the Level 4 content.
Step 2 Determine a mark
Once you have assigned a level you need to decide on the mark. The descriptors on how to
allocate marks can help with this. The exemplar materials used during standardisation will
help. Answers in the standardising materials will correspond with the different levels of the
mark scheme. These answers will have been awarded a mark by the Lead Examiner. You can
compare the student’s answer with the standardised examples to determine if it is the same
standard, better or worse than the example. You can then use this to allocate a mark for the
answer based on the Lead Examiner’s mark on the example.
You may well need to read back through the answer as you apply the mark scheme to clarify
points and assure yourself that the level and the mark are appropriate.
Indicative content in the mark scheme is provided as a guide for examiners. It is not
intended to be exhaustive and you must credit other valid points. Students do not have to
cover all of the points mentioned in the indicative content to reach the highest level of the
mark scheme.
An answer which contains nothing of relevance to the question must be awarded no marks.
3
, MARK SCHEME – A-LEVEL PSYCHOLOGY – 7182/3 – JUNE
2025
Section A
Issues and debates in psychology
0 1 Which of the following terms best represents the view that biology and
environment work together to determine behaviour?
Write the correct letter in your answer book.
[1 mark]
Marks for this question: AO1 = 1
Answer: D – Interactionism
0 2 What are behavioural categories? Explain why it was important to use
behavioural categories in this observation.
[4 marks]
Marks for this question: AO1 = 2, AO2 = 2
Level Marks Description
Knowledge of behavioural categories is clear and detailed, showing sound
understanding. The explanation is clear and appropriate. There is
2 3–4 appropriate
use of specialist terminology.
Knowledge of behavioural categories is limited/muddled, showing limited
understanding. The explanation lacks detail. Use of specialist terminology
1 1–2 is
either absent or inappropriate.
0 No relevant content.
Possible content:
a system of behavioural categories is a list/tally chart examples of behaviour likely to
occur during an observation
these should be observable/objectively defined/operationalised/unambiguous.
Possible explanation:
using a set of behavioural categories should enable the recordings of friendly
behaviour made by the two students to be consistent (can help to establish inter-observer
reliability)
this means that the observations can be carried out reliably/be less subjective
interpretations of what is friendly and what is not.
Credit other relevant material.
