A-level PSYCHOLOGY 7182/1 PAPER 1 Mark scheme. Section A
Social influence
01 Which two of the following are situational variables that can affect obedience? Choose two
from the options A, B, C, D and E.
[2 marks]
Marks for this question: AO1 = 2
A and E
02 Using an example, explain the role ...
,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
, MARK SCHEME – A-LEVEL PSYCHOLOGY PAPER 1 – 7182/1 – SERIES
Level of response marking instructions
Level of response mark schemes are broken down into two or four levels, each of which has a
descriptor. The descriptor for the level shows the average performance for the level. There are two
or four 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.
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 upon a
mark in a level examiners should bear in mind the relative weightings of the assessment objectives
(included for each question and summarised on page 18) and be careful not to over/under credit a
particular skill. For example, in question 17 more weight should be given to AO3 than to AO1. This
will be exemplified and reinforced as part of examiner training and standardisation.
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