Psy
AQA
GCSE
PSYCHOLOGY
8182/1
Paper 1 Cognition and Behaviour
Mark scheme
June 2023
Version: 1.0 Final
1
, MARK SCHEME – GCSE PSYCHOLOGY – 8182/1 – JUNE
2023
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.
2
, MARK SCHEME – GCSE PSYCHOLOGY – 8182/1 – JUNE
2023
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. 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.
Possible 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 possible 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.
Examiners are reminded that AO1 and AO2 are regarded as interdependent. When
deciding on a mark in instances where there is an attempt at more than one assessment
objective all attempts should be considered together using the best fit approach. In doing
so, examiners should bear in mind the relative weightings of the assessment objectives.
When an answer only contains content related to one of the skills (AO1/AO2), then the
3
, MARK SCHEME – GCSE PSYCHOLOGY – 8182/1 – JUNE
2023
levels descriptors for the award of marks for the skill attempted should be applied to the
answer, up to the maximum mark available.
4
AQA
GCSE
PSYCHOLOGY
8182/1
Paper 1 Cognition and Behaviour
Mark scheme
June 2023
Version: 1.0 Final
1
, MARK SCHEME – GCSE PSYCHOLOGY – 8182/1 – JUNE
2023
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.
2
, MARK SCHEME – GCSE PSYCHOLOGY – 8182/1 – JUNE
2023
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. 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.
Possible 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 possible 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.
Examiners are reminded that AO1 and AO2 are regarded as interdependent. When
deciding on a mark in instances where there is an attempt at more than one assessment
objective all attempts should be considered together using the best fit approach. In doing
so, examiners should bear in mind the relative weightings of the assessment objectives.
When an answer only contains content related to one of the skills (AO1/AO2), then the
3
, MARK SCHEME – GCSE PSYCHOLOGY – 8182/1 – JUNE
2023
levels descriptors for the award of marks for the skill attempted should be applied to the
answer, up to the maximum mark available.
4
