The 4 exams are: Unit 1: Social and cognitive psychology Unit 2: Biological psychology, learning theories and development Unit 3: Applications of psychology Unit 4: Clinical psychology and psychological skills This website takes you through all the content you need to know for each paper. Be familiar with the paper content and format, as well as the time given for each paper. Your exam preparation should involve doing lots of past questions and papers. Use marks schemes to assess your answers and/or hand completed questions to your teachers for them to mark and to suggest EBIs. Consulting Examiners Reports before you write, will help you to understand what good candidates did to gain marks and what weak candidates did to lose marks. This will help you to get to the best outcomes.
The Assessment Objectives are: AO1: Demonstrate knowledge and understanding of scientific ideas, processes, techniques and procedures. AO2: Apply knowledge and understanding of scientific ideas, processes, techniques and procedures: ● in a theoretical context ● in a practical context ● when handling qualitative data ● when handling quantitative data. AO3: interpret and evaluate scientific information, ideas and evidence, including in relation to issues, to: ● make judgements and reach conclusions ● develop and refine practical design and procedures. By the time you get close to the exams, you should feel confident that you know what each of these assessment objectives requires you to do. If you are not sure, please do ask your teachers.
On top of these 3 skills you also need to develop competence in the mathematical skills such as making basic calculations, making graphs, interpreting data outcomes and graphs (including levels of significance. These principles can be found on the Skills page of this website: http://barterpsychology.weebly.com/statistics-in-psychology.html
Command word taxonomy Ultimately, having worked hard during the course and having done lots of revision, success on the exam paper will come from knowing what the key terms on the question mean. The following command words in this taxonomy will be used consistently in the assessments to ensure students are rewarded for demonstrating the necessary skills. Each question will only offer a single command word. You should know what each command word means and what it requires you to do:
Analyse Break something down into its components/parts. Examine each part methodically and in detail in order to discover the meaning or essential features of a theme, topic or situation. Explore the relationship between the features and how each one contributes to the topic.
Assess Give careful consideration to all the factors or events that apply and identify which are the most important or relevant. Make a judgement on the importance of something, and come to a conclusion where needed.
Calculate Obtain a numerical answer, showing relevant working. If the answer has a unit, this must be included.
Compare Looking for the similarities and differences of two (or more) things. This should not require the drawing of a conclusion. The answer must relate to both (or all) things mentioned in the question. The answer must include at least one similarity and one difference.
Complete To fill in/write all the details asked for.
Convert Express a quantity in alternative units.
Define Provide a definition of something.
Describe To give an account of something. Statements in the response need to be developed as they are often linked but do not need to include a justification or reason.
Determine The answer must have an element that is quantitative from the stimulus provided, or must show how the answer can be reached quantitatively. To gain maximum marks there must be a quantitative element to the answer.
Discuss Explore the issue/situation/problem/argument that is being presented within the question, articulating different or contrasting viewpoints.
Draw Produce an output, either by freehand or using a ruler (e.g. graph).
Evaluate Review information then bring it together to form a conclusion, drawing on evidence including strengths, weaknesses, alternative actions, relevant data or information. Come to a supported judgement of a subject’s qualities and relation to its context.
Explain An explanation that requires a justification/exemplification of a point. The answer must contain some element of reasoning/justification, this can include mathematical explanations.
Give Generally involves the recall of one or more pieces of information; when used in relation to a context, it is used to determine a candidate’s grasp of the factual information presented.
Identify This requires some key information to be selected from a given stimulus/resource.
Interpret Recognise a trend or pattern(s) within a given stimulus/resource.
Justify Rationalise a decision or action.
Name Synonymous with ‘Give’.
Plot Produce, or add detail to, a graph/chart by marking points accurately (e.g. line of best fit).
Predict Articulate an expected result.
State Synonymous with ‘Give’.
Suggest Make a proposal/propose an idea in written form.
To what extent Review information then bring it together to form a judgement conclusion, following the provision of a balanced and reasoned argument.
Remember that the marks in brackets, as well as the space provided for your answers, indicate how much you should write.