AQA
A-level
PSYCHOLOGY
7182/3
Paper 3 Issues and options in psychology
Mark scheme
June 2022
Version: 1.0 Final
1
, 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.
2
, 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.
3
, MARK SCHEME – A-LEVEL PSYCHOLOGY – 7182/3 –
JUNE 2022
Section A
Issues and debates in psychology
0 1 Outline what is meant by soft determinism.
[2 marks]
Marks for this question: AO1 = 2
2 marks for a clear and coherent outline with some elaboration.
1 mark for a limited or muddled outline.
Content:
the idea that behaviour/actions/traits are to an extent governed/dictated by internal/external forces
despite this, we still have some element of control over/some free will to control our
behaviour/actions/traits etc.
Accept other relevant outlines and outlines embedded in example.
0 2 Explain two reasons why it was appropriate to use a Wilcoxon test in this situation. Refer to
the description of the study in your answer.
[4 marks]
Marks for this question: AO2 = 4
For each of two valid reasons, award marks as follows:
2 marks for a clear and coherent reason.
1 mark for a limited/muddled reason.
Reasons:
tested all participants both alone and in the presence of a friend therefore the psychologist used the
same participants in each condition, thus the design was repeated measures/related
data were ratings of happiness on a ratings scale which would be considered ordinal data as the
units can be ranked from high to low but are not of a fixed size/equal intervals
the psychologist was investigating a difference in happiness ratings between two conditions: the
Alone Condition and the Friend Condition.
4
A-level
PSYCHOLOGY
7182/3
Paper 3 Issues and options in psychology
Mark scheme
June 2022
Version: 1.0 Final
1
, 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.
2
, 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.
3
, MARK SCHEME – A-LEVEL PSYCHOLOGY – 7182/3 –
JUNE 2022
Section A
Issues and debates in psychology
0 1 Outline what is meant by soft determinism.
[2 marks]
Marks for this question: AO1 = 2
2 marks for a clear and coherent outline with some elaboration.
1 mark for a limited or muddled outline.
Content:
the idea that behaviour/actions/traits are to an extent governed/dictated by internal/external forces
despite this, we still have some element of control over/some free will to control our
behaviour/actions/traits etc.
Accept other relevant outlines and outlines embedded in example.
0 2 Explain two reasons why it was appropriate to use a Wilcoxon test in this situation. Refer to
the description of the study in your answer.
[4 marks]
Marks for this question: AO2 = 4
For each of two valid reasons, award marks as follows:
2 marks for a clear and coherent reason.
1 mark for a limited/muddled reason.
Reasons:
tested all participants both alone and in the presence of a friend therefore the psychologist used the
same participants in each condition, thus the design was repeated measures/related
data were ratings of happiness on a ratings scale which would be considered ordinal data as the
units can be ranked from high to low but are not of a fixed size/equal intervals
the psychologist was investigating a difference in happiness ratings between two conditions: the
Alone Condition and the Friend Condition.
4
