AQA A-level PSYCHOLOGY 7182/3 Paper 3 JUNE 2022 MS (AQAALEVELPSYCHOLOGY)
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AQA A-level PSYCHOLOGY 7182/3 Paper 3 Issues and options in psychology Mark scheme June 2022 Version 1.0 Final Mark Scheme .
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AQA A-level PSYCHOLOGY 7182/3 Paper 3 JUNE 2022 MS (AQAALEVELPSYCHOLOGY)
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University Of Leeds (UoL)
AQA A-level PSYCHOLOGY 7182/3 Paper 3 Issues and options in psychology Mark scheme June 2022 Version 1.0 Final Mark Scheme. MARK SCHEME – A-LEVEL PSYCHOLOGY – 7182/3 – JUNE 2022
2
Mark schemes are prepared by the Lead Assessment Writer and considered, together with the relevant
questions, ...
aqa a level psychology 71823 paper 3 issues and options in psychology mark scheme june 2022 version 10 final mark scheme
aqa a level psychology 71823 paper 3 issues and options in psychology mark s
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A-level
PSYCHOLOGY
7182/3
Paper 3 Issues and options in psychology
Mark scheme
June 2022
Version 1.0 Final Mark Scheme
*216A71 2/3/MS*
, MARK SCHEME – A-LEVEL PSYCHOLOGY – 7182/3 – JUNE 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 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.
Further copies of this mark scheme are available from aqa.org.uk.
Copyright information
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 any material that is acknowledged to a third
party even for internal use within the centre.
, MARK SCHEME – A-LEVEL PSYCHOLOGY – 7182/3 – JUNE 2022
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.
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, MARK SCHEME – A-LEVEL PSYCHOLOGY – 7182/3 – JUNE 2022
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
2 3–4 understanding. The explanation is clear and appropriate. There is appropriate
use of specialist terminology.
Knowledge of behavioural categories is limited/muddled, showing limited
1 1–2 understanding. The explanation lacks detail. Use of specialist terminology 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.
4
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