Psych Formative Assessment (HALF-TERMLY)
Submit your work for formal assessment by inserting the files into a copy
of this Word document. The contents, in order, should be:
1. This Page 1 coversheet, completed.
2. Page 2 of the coversheet, completed.
3. First draft of the work, with peer feedback comments on. (This may
be two copies for two different sets of feedback.)
4. Page 3 of the coversheet, completed.
5. Draft 2 of the work, if relevant.
6. Page 4 of the coversheet, completed.
7. Draft 3 of the work (call it this whether you did draft 2 or not.) This
is the draft your teacher will comment on and return.
8. Final draft (draft 4.)
9. Page 5 of the coversheet, completed with grades.
Candidate name:
Zahra Siddiqui
Exam level:
AS
Unit and / or topic:
ID
Last term’s graded piece:
Target grade:
Title of piece of work:
Marks and time available:
B
Describe and evaluate Freud’s theory of
psychopathology.
12 Marks
Final grade (self / teacher):
© 2011 V Pedersen. No unauthorized use, reproduction or distribution without a valid license.
15 Minutes
Psych Formative – Page 2
Place this sheet BEFORE the PEER-COMMENTED FIRST DRAFT.
Peer markers should give comment and advice on the work using
the “Review” function in Word. They should not give a grade.
They should give an even balance of praise and criticism.
The two peer markers for my work were: (names + surnames)
Medisa Moradi
Obaid
Include BOTH peer markers’ commented essays or the teacher
won’t help.
© 2011 V Pedersen. No unauthorized use, reproduction or distribution without a valid license.
(Medisa) First Draft
Freud's theories towards psychopathology consist of the structure of personality and his theory into
psychosexual development.
Freud's structure of personality consists of 3 components - the ego, superego and ID. The ego is the
conscious mind, and through the reality principle has control over the superego and ego. The superego
is a person's morality and they will internalise these morals from either parent. The ID is the more
animalistic side, which consists of needs of sex and aggression. If there is intra-psychic conflict
between these three components, it may result in anxiety. However, a common criticism of this model
is that it is difficult to prove its accuracy through conventional methods of psychological research. That
is not to argue that the structure is correct or incorrect, but that it would be difficult to find out.
Freud's psychosexual development consists of 4 stages, related to different ages. Oral stage, from birth
to 18 months, anal stage from 18 months to 3 years, phallic stage at 4/5 years and finally latency stage,
4/5 years to puberty. A fixation at any stage will be evident in the patient’s later life. This can happen
through over-gratification or deprivation at any stage. For example, at the oral stage where the focus is
on sucking and biting, a fixation may result in an adult smoking or drinking excessively. Likewise with
the anal stage, fixation can result in OCD, phallic stage with the oepidus complex or the female
equivalent of the electra complex. The latency stage is more directed at potential sexual partners.
However a criticism of psychosexual development is that it is heavily era-dependent, as can be noted
through the heavily phallocentric nature of the theory, which was typical of Freud's time. This means it
may not apply as easily to modern day circumstances. It has also been argued that Freud's theory over
emphasize the sexuality of infant children, evident as he never worked with children himself and
instead worked with adults with neurotic disorders (now disproved) and linked his finding back to the
patients childhood. Because of this, the validity of Freud's theory should be questioned.
(Marked by Obaid)
First Draft
Freud's theories towards psychopathology consist of the structure of personality and his theory into
psychosexual development.
Freud's structure of personality consists of 3 components - the ego, superego and ID. The ego is the
conscious mind, and through the reality principle has control over the superego and ego. The superego
is a person's morality and they will internalise these morals from either parent. The ID is the more
animalistic side, which consists of needs of sex and aggression. If there is intra-psychic conflict
between these three components, it may result in anxiety. However, a common criticism of this model
is that it is difficult to prove its accuracy through conventional methods of psychological research. That
is not to argue that the structure is correct or incorrect, but that it would be difficult to find out.
Freud's psychosexual development consists of 4 stages, related to different ages. Oral stage, from birth
to 18 months, anal stage from 18 months to 3 years, phallic stage at 4/5 years and finally latency stage,
4/5 years to puberty. A fixation at any stage will be evident in the patient’s later life. This can happen
© 2011 V Pedersen. No unauthorized use, reproduction or distribution without a valid license.
through over-gratification or deprivation at any stage. For example, at the oral stage where the focus is
on sucking and biting, a fixation may result in an adult smoking or drinking excessively. Likewise with
the anal stage, fixation can result in OCD, phallic stage with the oepidus complex or the female
equivalent of the electra complex. The latency stage is more directed at potential sexual partners.
However a criticism of psychosexual development is that it is heavily era-dependent, as can be noted
through the heavily phallocentric nature of the theory, which was typical of Freud's time. This means it
may not apply as easily to modern day circumstances. It has also been argued that Freud's theory over
emphasize the sexuality of infant children, evident as he never worked with children himself and
instead worked with adults with neurotic disorders (now disproved) and linked his finding back to the
patients childhood. Because of this, the validity of Freud's theory should be questioned.
© 2011 V Pedersen. No unauthorized use, reproduction or distribution without a valid license.
Psych Formative – Page 3
From the advice of your peer markers, write 5-10 lines
summarizing what you think you most need to work on and
change (this box expands as you write):
I have to go into more depth with both AO1 and AO2. I need to compact my AO1 down so I
can focus more on AO2 and develop that in more detail. My explanation of theories could
also be more in-depth, generally I need to compact more information the same period of
time. It is not enough to merely state names of theories and their different components,
but also explain them in more depth than I did. It is also not enough to state an evaluative
point without continuing to explain this. This will help me make more AO2 points.
If peer feedback revealed major issues you need to fix BEFORE
asking for the teacher’s help, then redraft (draft 2).
Otherwise, you can now pass this on to the teacher.
© 2011 V Pedersen. No unauthorized use, reproduction or distribution without a valid license.
Second draft:
Freud's theories towards psychopathology consist of the structure of personality and his theory into
psychosexual development. He aimed to explore the working of the conscious and subconscious mind
together.
Freud's structure of personality consists of 3 components - the ego, superego and id. The ego is the
conscious mind, and through the reality principle has control over the superego and id. The superego is
a person's morality and they will internalise these morals from either parent. The id is the more
animalistic side, which consists of needs of sex and aggression. The most important aspect of the id is
psychic energy or libido. If there is intra-psychic conflict between these three components, it may result
in anxiety or depression. However, a common criticism of this model is that it is difficult to prove its
accuracy through conventional methods of psychological research. That is not to argue that the
structure is correct or incorrect, but that it would be difficult to find out. This undermines the validity of
his theory. An inability to further research this structures means it is open to interpretation and is
constantly being refined.
Freud's psychosexual development consists of 4 stages, related to different ages. A fixation at any stage
will be evident in the patient’s later life. This can happen through over-gratification or deprivation at
any stage. Firstly the oral stage, where focus is predominantly on sucking and biting. (Fixation at this
stage may result in an adult smoking or drinking excessively.) The second stage is the anal stage where the child has control over their environment and can show obedience/disobedience through
expelling of faeces. Fixation here can result in OCD. The phallic stage at ages 4/5 years is where
differences between genders are noted. It is at this stage that the Oedipus complex comes into play, this
is caused by a boy’s sexual curiosity towards his mother. This leads to him fearing rejection from his
father and so to compensates, he’ll internalize the morals of his father – forming his superego. A
criticism made of Freud’s psychosexual development theories is that it is heavily phallocentric – that it
focuses too much on male counterparts and not so much on females. This is evident through the female
equivalent of the Oedipus complex, the Electra complex which lacks depth or detail. Finally latency
stage lasts up until puberty. This stage is more directed at potential sexual partners. However a criticism
of psychosexual development is that it is heavily era-dependent, as can be noted through the heavily
phallocentric nature of the theory, which was typical of Freud's time. This means it may not apply as
easily to modern day circumstances and perhaps shows more about the beliefs of the time and not real
psychological proof. It has also been argued that Freud's theory over-emphasises the sexuality of infant
children, which leaves little room for development aspects to be considered. This is evident as he never
worked with children himself and instead worked with adults with neurotic disorders (now disproved)
and linked his finding back to the patient’s childhood. Because of this, the validity of Freud's theory
should be questioned. The use of case studies for Freud’s theories also argues that these findings cannot
be generalised to fit a whole population. It can be argued that Freud’s view of psychodynamic theories
in conjunction to psychopathology is a reductionist view, as it does not take into consideration any
other factors such as biological genetics or social factors. These too play a part in psychopathology.
© 2011 V Pedersen. No unauthorized use, reproduction or distribution without a valid license.
Freud’s conclusion that childhood experiences may affect future relationships (typical of fixation at the
oral stage) has been supported by other psychologist – namely Ainsworth. This shows there is a
connection between childhood behaviour and future relationships.
© 2011 V Pedersen. No unauthorized use, reproduction or distribution without a valid license.
Psych Formative – Page 4
Place this sheet AFTER the new draft you did following peer
feedback. (If no redraft, this is straight after the Stage 2 sheet.)
Remember that the amount of teacher feedback you can get is
very limited and you should use it carefully and sparingly.
Place a cross (“X”) in ONE box:
“I HAVE redrafted after peer feedback”
“I HAVE NOT redrafted after peer feedback”
X
Now send all of the above on to your teacher. Make sure
EVERYTHING is included IN ORDER before you send it. Your
teacher will add their comments.
After it’s returned you will need to do a FINAL DRAFT bearing the
teacher’s advice in mind.
© 2011 V Pedersen. No unauthorized use, reproduction or distribution without a valid license.
Psych Formative – Page 5
Draft 3, with guidance comments from the teacher, should be
BEFORE this sheet. Now rewrite it. You may want to use this box
to plan the changes you need to make (about 2-3 lines will do):
AFTER this sheet, place that Final Draft with improvements made
following the teacher’s advice.
When you have done that, return to the front sheet:
 use the mark scheme to give yourself a final grade
 your teacher will add their view
 if these are different, find some lesson time to ask about it
FINALLY – print it, staple it, and keep it in the folder in the
classroom (this will enable you to refer back to it with your
teacher in order to keep track of your progress.)
© 2011 V Pedersen. No unauthorized use, reproduction or distribution without a valid license.
From plan to feedback to grade (appendix)
Planning might require just a
half-page, or a list of key
terms that must be used.
Summative marking
Formative feedback
Planning / drafting
START HERE
Key terms list
Plan it
First draft
Peer
feedback
Depending on your
confidence level, you might
do the essay under timed
conditions (or not), open
book or closed, with plan and
key terms list visible (or not.)
Try to move up these
confidence levels – but not
too fast.
Rewrite
Teacher
feedback
Final
rewrite
Self- or
peer-grade
Teacher
confirms
© 2011 V Pedersen. No unauthorized use, reproduction or distribution without a valid license.
Peer feedback must come
first and is more
important than teacher
feedback. In the short
route, this is followed by
teacher feedback; or you
can redraft from peer
feedback before getting
teacher help. You won’t
get teacher help without
evidence of meaningful
peer feedback first.
Don’t hand the work to
the teacher to mark
summatively. You must be
able to use the mark
scheme to grade it yourself
– or you don’t understand
what the examiner wants.
The teacher can help you
“home in” on marking
accuracy but the onus is
on you to learn this skill.