A_level PSYCHOLOG 71823 paper 3_specimen third setms 2022
A-level
PSYCHOLOGY
7182/3
PAPER 3
Mark scheme
SpecimenMaterialThirdSet
Final
,A_level PSYCHOLOG 71823 paper 3_specimen third setms 2022
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
standardisation events which all associates participate in and is the scheme which was used by them in
this examination. The standardisation 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 standardisation 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
standardisation process, associates encounter unusual answers which have not been raised they are
required to refer these to the Lead Assessment Writer.
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.
Further copies of this mark scheme are available from aqa.org.uk
Copyright © 2015 AQA and its licensors. All rights reserved.
AQA retains the copyright on all its publications. However, registered schools/colleges for AQA are permitted to copy material from this
booklet for their own internal use, with the following important exception: AQA cannot give permission to schools/colleges to photocopy
anyimaterial that is acknowledged to a third party even for internal use within the centre.
,A_level PSYCHOLOG 71823 paper 3_specimen third setms 2022
Level of response marking instructions
Level of response mark schemes are broken down into two, three or four levels, each of which has
a descriptor. The descriptor for the level shows the average performance for the level. Thereiare
two, three or four marks in each level.
Before you apply the mark scheme to a student‟s answer read through the answer and annotateiit
(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 wellas
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 tohelp
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 theli evel
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.
There will be an answer in the standardising materials which will correspond with each level of
the mark scheme. This answer will have been awarded a mark by the Lead Examiner. You can
compare the student‟s answer with the example 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 does not contain anything of relevance to the question must be awarded no
marks.
Examiners are required to assign each of the students‟ responses to the most appropriate level
according to its overall quality, then allocate a single mark within the level. When deciding upona
mark in a level examiners should bear in mind the relative weightings of the assessment
objectives (included for each question and summarised on pages 36-37) and be careful not to
over/under credit a particular skill. This will be exemplified and reinforced as part of examiner
training and standardisation.
3 of 37
,A_level PSYCHOLOG 71823 paper 3_specimen third setms 2022
Section A
Issues and debates in Psychology
01 Referring to the item above, explain what is meant by the scientific emphasis on causal
explanations.
[3 marks]
Marks for this question: AO2 = 3
1 mark for each of the following points:
All variables are controlled except for light conditions (the IV)
Any change in the number of details correctly recalled (the DV) must therefore be due
to/caused by the manipulation of light intensity (the IV)
Use of control enables the researcher to infer causality/cause and effect
02.1 Referring to the item above, explain what is meant by holism and reductionism.
[4 marks]
Marks for this question: AO2 = 4
Level Marks Description
Knowledge of both holism and reductionism is clear and mostly accurate.
2 3–4 Application to the scenario is mostly appropriate. The answer is generally
coherent with effective use of psychological terminology.
Some knowledge of holism and/or reductionism is evident. Application to the
scenario is not always effective or not presented in psychological terms. The
1 1–2
answer lacks accuracy and detail.
OR Either holism or reductionism explained and applied at Level 2.
0 No relevant content.
Application:
Holism – focus on the whole system or person
Reductionism – focus on constituent elements or smaller, simpler aspects
Dr Grant takes a reductionist approach focusing just on biological mechanism
Dr Austin takes a more holistic approach focusing on broader experiences and circumstances
Credit other relevant material.
02.2 Suggest one way in which Dr Austin might take account of ethical considerations when
carrying out the interviews.
[1 mark]
Marks for this question: AO3 = 1
1 mark for a brief valid suggestion
4 of 37
A-level
PSYCHOLOGY
7182/3
PAPER 3
Mark scheme
SpecimenMaterialThirdSet
Final
,A_level PSYCHOLOG 71823 paper 3_specimen third setms 2022
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
standardisation events which all associates participate in and is the scheme which was used by them in
this examination. The standardisation 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 standardisation 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
standardisation process, associates encounter unusual answers which have not been raised they are
required to refer these to the Lead Assessment Writer.
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.
Further copies of this mark scheme are available from aqa.org.uk
Copyright © 2015 AQA and its licensors. All rights reserved.
AQA retains the copyright on all its publications. However, registered schools/colleges for AQA are permitted to copy material from this
booklet for their own internal use, with the following important exception: AQA cannot give permission to schools/colleges to photocopy
anyimaterial that is acknowledged to a third party even for internal use within the centre.
,A_level PSYCHOLOG 71823 paper 3_specimen third setms 2022
Level of response marking instructions
Level of response mark schemes are broken down into two, three or four levels, each of which has
a descriptor. The descriptor for the level shows the average performance for the level. Thereiare
two, three or four marks in each level.
Before you apply the mark scheme to a student‟s answer read through the answer and annotateiit
(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 wellas
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 tohelp
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 theli evel
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.
There will be an answer in the standardising materials which will correspond with each level of
the mark scheme. This answer will have been awarded a mark by the Lead Examiner. You can
compare the student‟s answer with the example 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 does not contain anything of relevance to the question must be awarded no
marks.
Examiners are required to assign each of the students‟ responses to the most appropriate level
according to its overall quality, then allocate a single mark within the level. When deciding upona
mark in a level examiners should bear in mind the relative weightings of the assessment
objectives (included for each question and summarised on pages 36-37) and be careful not to
over/under credit a particular skill. This will be exemplified and reinforced as part of examiner
training and standardisation.
3 of 37
,A_level PSYCHOLOG 71823 paper 3_specimen third setms 2022
Section A
Issues and debates in Psychology
01 Referring to the item above, explain what is meant by the scientific emphasis on causal
explanations.
[3 marks]
Marks for this question: AO2 = 3
1 mark for each of the following points:
All variables are controlled except for light conditions (the IV)
Any change in the number of details correctly recalled (the DV) must therefore be due
to/caused by the manipulation of light intensity (the IV)
Use of control enables the researcher to infer causality/cause and effect
02.1 Referring to the item above, explain what is meant by holism and reductionism.
[4 marks]
Marks for this question: AO2 = 4
Level Marks Description
Knowledge of both holism and reductionism is clear and mostly accurate.
2 3–4 Application to the scenario is mostly appropriate. The answer is generally
coherent with effective use of psychological terminology.
Some knowledge of holism and/or reductionism is evident. Application to the
scenario is not always effective or not presented in psychological terms. The
1 1–2
answer lacks accuracy and detail.
OR Either holism or reductionism explained and applied at Level 2.
0 No relevant content.
Application:
Holism – focus on the whole system or person
Reductionism – focus on constituent elements or smaller, simpler aspects
Dr Grant takes a reductionist approach focusing just on biological mechanism
Dr Austin takes a more holistic approach focusing on broader experiences and circumstances
Credit other relevant material.
02.2 Suggest one way in which Dr Austin might take account of ethical considerations when
carrying out the interviews.
[1 mark]
Marks for this question: AO3 = 1
1 mark for a brief valid suggestion
4 of 37
