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Pearson Edexcel GCSE Psychology (1PS0) Paper: 02 MS 2023
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Pearson Edexcel GCSE Psychology (1PS0) Paper: 02 MS 2023Mark Scheme (Results)
June 2023
Pearson Edexcel
GCSE Psychology (1PS0)
Paper: 02
,Edexcel and BTEC Qualifications
Edexcel and BTEC qualifications are awarded by Pearson, the UK’s largest awarding
body. We provide a wide range of qualifications including academic, vocational,
occupational and specific programmes for employers. For further information visit our
qualifications websites at www.edexcel.com or www.btec.co.uk. Alternatively, you can
get in touch with us using the details on our contact us page at
www.edexcel.com/contactus.
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you and your students at: www.pearson.com/uk
June 2023
Publications Code 1PS0_02_2306_MS
All the material in this publication is copyright
© Pearson Education Ltd 2023
,General marking guidance
All candidates must receive the same treatment. Examiners must mark the
last candidate in exactly the same way as they mark the first.
Mark schemes should be applied positively. Candidates must be rewarded for
what they have shown they can do rather than be penalised for omissions.
Examiners should mark according to the mark scheme – not according to their
perception of where the grade boundaries may lie.
All the marks on the mark scheme are designed to be awarded. Examiners
should always award full marks if deserved, i.e. if the answer matches the
mark scheme.
Examiners should also be prepared to award zero marks if the candidate’s
response is not worthy of credit according to the mark scheme.
Where some judgement is required, mark schemes will provide the principles
by which marks will be awarded and exemplification/indicative content will not
be exhaustive.
When examiners are in doubt regarding the application of the mark scheme to
a candidate’s response, a senior examiner must be consulted before a mark is
given.
Crossed-out work should be marked unless the candidate has replaced it with
an alternative response.
Marking guidance for levels-based mark schemes (LBMS)
Construction of levels-based mark scheme grids
The LBMS grids are broken down into levels where each level is represented by a
descriptor which articulates the skill characteristics that the response is likely to
demonstrate.
The increase in skills from one level to the next shows the progression between the
levels.
The descriptor in each level is broken down into three traits; each trait relates to an
Assessment Objective and the relationship is clearly identified. There is a balance of
the skills across the levels.
The traits have been designed to reflect the intrinsic links between each of the skills,
particularly where students are required to draw together their understanding in
order to make judgements about a particular context. Knowledge and understanding
of psychological ideas, processes and procedures (AO1) underpin the student’s ability
to apply this to a given context (AO2). Similarly, for a student to be able to make
valid connections between this understanding in order to make appropriate and
evidence-based judgements or conclusions (AO3) about the context, they must
underpin it using their knowledge and understanding, and by applying it to the
context of the question. As a consequence, the progression shown in each band
reflects the relationship between these skills.
Finding the right level
The first stage is to decide in which level the answer should be placed. To do this,
use a ‘best fit’ approach, deciding which level most closely describes the quality of
the answer. Where an answer displays characteristics from more than one level you
must use the guidance below and your professional judgement to decide which level
is most appropriate.
, For example, an answer that is logical and evidences application of accurate and
thorough understanding to the context of the question, with sustained linkage
throughout but with limited evidence to support their judgement, would be placed at
the bottom of Level 3 as it has displayed most of the characteristics in a Level 3
response. An answer displaying accurate and thorough understanding but with
limited application and unsupported judgements would be placed towards the bottom
to middle of Level 2.
Placing a mark within a level
After a level has been decided on, the next stage is to decide on the mark within the
level. The instructions below tell you how to reward responses within a level.
However, where a level has specific guidance about how to place an answer within a
level, always follow that guidance.
If the answer meets the requirements of the level fully, you should be prepared to
award full marks within the level. The top mark in the level is used for evidence that
is as good as can realistically be expected within that level.
Markers should be prepared to use the full range of marks available in a level and
not restrict marks to the middle. Markers should start with the mark at the middle of
the level and then move the mark up or down to find the best mark. To do this, they
should take into account how far the answer meets the requirements of the level: If
it only barely meets the requirements of the level, you should consider awarding
marks at the bottom of the level. The bottom mark in the level is used for evidence
that is the weakest that can be expected within that level. Alternatively, be prepared
to drop the mark to the top of the band below.
The middle marks of the level are used for evidence that has a reasonable match to
the requirements. This might represent a balance between some characteristics of
the level that are fully met and others that are only barely met.
Imbalanced performance across skills
Where a response has been placed within a level as it displays characteristics from
more than one level, then the mark determined should be based on how well the
characteristics of each level have been displayed.
Students may show an imbalanced performance against one or more of the
traits/skills provided in the levels descriptors. To establish the correct level and
mark, the traits/skills within each level should be used. For example, a student may
show performance against the descriptors for AO1 and AO2 that displays
characteristics of Level 2 but they make a limited attempt to analyse and evaluate
(AO3) Level 1. In such instances, the student has demonstrated the Level 2
traits/skills for AO1 and AO2 and the Level 1 trait/skill for AO3, so would be placed in
the middle of Level 2 as they achieve 4 marks (2 each) for AO1 and AO2 and 1 of the
3 marks assigned to AO3.
Given the intrinsic links between the trait/skills, if a response evidences performance
against only one trait/skill it is likely to be for demonstrating knowledge and
understanding.
Indicative content
Markers are reminded that indicative content is provided as an illustration of some of
the material that may be offered by students. It does not show required content and
alternatives should be credited where valid.
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