AS Psychology
Mock Exam 2015
Feedback
Important !
• Poor performance does not mean you can`t
do the subject.
It means you have not prepared effectively
• Mock Results can be a wake up call. This is not
the same as GCSE. You have to put in real
effort (engage) and revise EFFECTIVELY.
It is not IMPOSSIBLE. Others have done this
and succeeded.
Reasons for poor performance
• Not knowing the Core Studies – poor knowledge
and misunderstandings. In cases, lack of revision
• Misinterpretation of Questions
• Poor use of exam technique:
 eg not using PEC, PEE ( long, rambling answers with
little structure)
lack of key terms
Too much repetition of the same points in different
questions
• Running out of time, poor time management
Please state clearly if you use
additional paper
Section A – Issues
• Must have accurate knowledge of Core
Studies
• Must read question carefully – understand the
“command word” and answer the question, eg
Describe, Outline, Findings etc
• Must give examples from the study to support
points made if asked “in this study”
See Mark Scheme
Section B – Issues
• Must give detailed answers with lots of
examples from the Core Study – accurate, eg
Bandura did not have two observers in stage 3
• Must read the question carefully, answer the Already
done
actual question , eg Describe the data ……. this !
• Must include Psychology key terms and
avoid “anecdotal or everyday” explanations. NOT
your own opinion, but your application of
psychological ideas.
6 mark question : Mark Scheme
• 0 marks
No relevant answer
• 1 – 2 marks Description is very basic and lacks detail , eg one or two very
general statements listed or stated but not described. Some basic
understanding. Expression generally poor
• 3-4 marks Description is accurate but there may be some omissions.
Detail is good. Some understanding evident. Fine detail and elaboration of
examples occasionally present, but not found throughout. Expression and
use of terminology is reasonable.
• 5-6 marks Description is highly accurate with few omissions.
Understanding is evident. Fine detail and elaboration of examples present
throughout. (such as numbers, %s and names) Expression and use of
terminology is good.
Q f) Suggest one change ……
Mark Scheme for 8 marks
Change
• 0 marks No relevant answer
• 1-2 marks Suggested change is identified but elaboration is sparse
with little detail
• 3-4 marks Suggestion is appropriate and discussed in some detail.
Understanding is good and the implications of the change
mentioned.
Effect
• 0 marks No relevant answer
• 1-2 marks Effect is identified but elaboration is sparse with little
detail
• 3-4 marks Effect is appropriate and discussed in some detail.
Understanding is good and the implications of the change
discussed. Use of terminology is effective.
Section C
• This is the only section that can be prepared in
advance. Therefore, there are no excuses.
a)
b)
c)
d)
The assumption should be clear, accurate and detailed for 2 marks
Identify the Core Study and use examples from this and the
assumptions of the Approach, to explain the behaviour in the
question.
Identify the 3 Core Studies, choose any two and use methodology
or evaluation issues to describe one similarity and one difference.
The answer should use PEC, PEE structure
At least two strengths and two weaknesses. Use a PEC structure
throughout and refer to all the 3 studies within the answer.
Use your end of Unit
Summary Cards
Effective Revision ?
• Exams test both knowledge and
understanding (K & U) and application and
evaluation (A & E) : AO1, AO2 and AO3 skills.
• Exams are not just a test of MEMORY, higher
mark questions test application.
• You cannot be taught every possible exam
question. You need to apply what you have
been taught and use the exam skills you have
practised as classwork/homework
Effective Revision ?
Revision has two elements :
1. Regular consolidation
 How can you revise from incomplete notes or from
notes you do not understand ?
 If classwork reveals gaps in your K&U - go back and
add to your notes. Use the text, made additional notes,
rewrite and restructure. Make mind maps & topic
summaries. Repetition aids memory but you cannot
memorise something you do not understand.
 Test yourself – questions in the textbook, online Qs ,
past papers
 Practise exam technique by rewriting answers if below
target. Review Exam Q HWks as well as course content.
Effective Revision ?
2. Active Revision
 Start Early : 5-6 weeks. All research shows that
slow and steady revision is better than last
minute “cramming.” From end of March
 Memory theory shows that we can only retain
“facts” for a limited time unless they are “used” =
Regular repetition and practise exam papers
 Avoid using practise questions just to test
“memory,” use them to INFORM revision.
Complete with your notes or texts. Formulate
further questions ….. Think about what you
COULD be asked and shape your revision around
this.
Actions following the Mock Exam
• Be self aware – know exactly where you went wrong
(weaknesses in exam technique) in addition to your
strengths
• Create a 16 week plan – AS exams start 11th May. Start
to consolidate completed Units – Developmental and
Cognitive.
– Complete additional workbooks ( Developmental)
– Buy Revision Guide / Textbook
– Use Psychexchange / Holah websites
• Complete tasks set by staff – either full mock (U/E
grades) or Section B question
• Download folder of past papers from website