OCR: Improving marks on Paper 3

Paper 3 can seem a very daunting prospect, especially as it may be be one of your final A level examinations, so exhaustion may play a role. It also has a very different focus from Paper 1 (Research methods) and Paper 2 (Core Studies). However, focusing on examination techniques and the demands of the questions, rather than simply content (although obviously important) can ensure you maximise your marks on this paper.

As I hope you are well aware by now, Paper 3 has two sections:

Section A includes questions on the compulsory topic of Issues in Mental Health

Section B includes four topics (Child, Crime, Environmental and Sport) of which you choose to answer questions on the two topics that you have studied.

To improve performance it pays to look at the lessons which can be learned from previous examination series. Your teachers will be able to give you access to past papers, mark schemes and examiner reports, all of which are essential for effective revision.

Focusing on the demands of the question

Key point: The 2019 Examiner report identified focusing on the demands of the question as something to strong candidates do.

What do we mean by focusing on the demands of the question ? Read the question carefully and identify key phrases to ensure you answer the question set, not the one you hoped would be asked.

Many students lose marks because of partial performance. This happens most often when there is a requirement for application or context. Students often answer the question, but forget the context. It is useful to underline parts of the question and make notes on the question paper, so you don t forget any relevant points whilst under the stress of examination conditions.

An example of this was question 2 on Paper 3 in 2019 where students were asked to describe an affective disorder but to do this in a way which might appear on a website. They fulfilled the initial demand (describing an effective disorder) but omitted mention of how it might appear on a website.

When considering the demands of the question you also must carefully consider the command words. In other words, what is the question asking you to do, e.g. describe, discuss, explain, assess etc. So you make sure whether you should be describing, evaluating or a mixture of both.

Selectivity

Key point: In Section B part (a) where 5 marks are available for describing a study and 5 marks for application.

A key skill, that is often overlooked, is being selective. This is related to focusing on the demands of the question because you must decide what to include and what not to include. So to earn marks you need to show the examiner you can make such decisions it s quite a skill.

Selectivity is especially important in Section B part (a) questions because students tend to write everything I know about study x and forget that 5 marks are available for application. Knowledge of the study must be applied selectively to answer the question set and apply it to the question. It is vital to take a minute to plan your answer.

Remember to paragraph your answer to ensure it is clear, coherent and organised. Make a point about the study and then apply it. This will ensure you focus on the question and also will help the examiner award the marks you deserve.

Evaluation

Key point: In Section B part (b) in order to achieve top band marks you need to cover three points, including two or more pieces of relevant psychological evidence are required

Section B part (b) questions are often the ones that students feel less confident about. Often students include generic evaluation that is not related to the question that is asked. Evaluation must be directly relevant to the question asked and illustrated with examples from other relevant research. At least two or three pieces of research evidence are required in a top band answer.

Evaluation must be elaborated, that means fully explaining the points you make. It is also useful to conclude each point you make with a linking sentence to demonstrate to the examiner that your answer is focused on the question. For example: - This shows that , This matters because , etc. Signposting your answer in this way and using a new paragraph for each point makes sure your answer is coherent and structured. For example:

Point: The term reliability in psychological research refers to the consistency of a research study. Consistency can be achieved by having standardised procedures.

Example: The research by Drews and Doig was very standardised and can therefore be said to be reliable.

Explain: All the participants received the same training on the CVS system, were given the same instructions, the same 4 scenarios and 5 minutes to analyse the data. As the experiment took place within the psychology department of the University of Utah it was possible to control extraneous, environmental variables.

Link: Therefore, Drews and Doig s research into ergonomics can be said to have good internal reliability.Apply your psychology

Key point: In Section B part (c) Any suggestions must be practical (able to be actually carried out), relevant to the scenario and grounded in psychological theory not common-sense suggestions.

When answering a question, make sure you supply appropriate psychological evidence to support and illustrate the points you make. Often students make common sense suggestions i.e. ones that anyone could make. This exam is a test of your psychological knowledge so any suggestions must be grounded in psychological research and theory.

In Section B part (c), it is also a problem that suggestions are too simplistic and lack detail. Or students only give one suggestion. A good answer would include two to three suggestions, which are fully explained and grounded in psychological theory.

Below is an example of how one suggestion could be made.

Gillis and Nafekh (2005) found that offenders on community work placements were less likely to reoffend in Canada. Many inmates lack the skills for conventional employment, so Lola could introduce training schemes to equip inmates for the employment market. These might be basic literacy and numeracy skills or more vocational skills such as brick laying, plumbing, electrical skills etc. However, even with these skills, it is often still difficult to find employment, due to the stigma attached to being an ex-offender. Lola could try and build connections with local employers who might be willing to give ex-offenders a chance. For example, Timpson s, a High Street shoe repairer and locksmiths, have a policy of employing ex-offenders.

What this example shows are practical suggestions of what Lola could do, grounded in psychological theory.

Final word

In your revision it is just as important to pay attention to examination technique as learning the content. Ensure that you look at lots of past papers and examiners reports to learn from mistakes previous students have made. I hope you find these tips useful and I wish you good luck in your A level Psychology examination.

Deborah is a former Head of Psychology at an outstanding school in the Midlands. She now works as an independent Educational Consultant and is an examiner for major awarding bodies.