How to Improve Performance on 8 Mark Questions (AQA A Level Psychology) : Revision Note

Raj Bonsor

Written by: Raj Bonsor

Reviewed by: Claire Neeson

Updated on

How can I improve my performance on AQA A Level Psychology 8-mark essay questions?

  • One way to boost your marks in an essay is to perfect your evaluation (AO3)

  • Think quality over quantity; it is better to cover just one or two evaluation points in greater detail so that your points are effective. You can do this by:

    • Introducing the evaluation point

    • Elaborate in the following ways: give an example, cite research evidence to support your point, draw a comparison, or discuss the implications of research or applications to real-life

    • Link the point back to the question (what are the implications for the question?)

      • Examiners say that students usually forget to include this important part when evaluating

  • It is helpful to use some lead-in phrases to signpost the different elements of your evaluation, such as:

    • A strength/limitation is...

    • On the other hand...

    • Furthermore...

    • However...

    • In contrast...

    • This shows that...

    • This suggests that...

    • This implies that...

Worked Example

Here is an example of an effective evaluation point that could be included in an 8-mark question (or even a short-answer question) on the usefulness of animal studies in human attachment:

Introduce the evaluation point:

  • An advantage of Harlow's research is that it has practical relevance

Elaborate:

  • His discoveries, such as the long-term social effects of maternal deprivation, have been applied to real-world situations and have assisted social workers in identifying risk factors in child neglect and abuse so they can intervene to prevent it

Link back to the question:

  • This is a strength as it shows how animal studies are useful in understanding human attachment behaviour

Marking commentary:

This is an effective evaluation point as the strength is introduced, it is explained well as the real-life applications of Harlow's findings are discussed, and the final sentence links back to the question as it explains why this is a strength in relation to human attachment.

Dos and Don'ts

  • Write in continuous prose

  • Use appropriate key terms

  • Ensure that you know the studies specifically named on the specification

  • There is no need to write an introduction or conclusion if it doesn't go beyond the material presented in the body of the essay

  • You can include diagrams if it helps to explain your answer, e.g. models of memory

  • Don't be tempted to include your own opinion as psychology is evidence-based

  • There is no need to include the names of researchers for studies used as evaluation or wider knowledge, but ensure that you know and use the studies effectively

  • You are not assessed on your spelling and grammar, but your answer needs to be clear, coherent and focused

  • When evaluating, avoid using the phrase 'this proves that...' as nothing is proven in psychology!

Examiner Tips and Tricks

Examiners have suggested the following advice to help you improve your performance on extended writing questions:

  • Read the question carefully and focus on the specific wording used

  • Answer the question you have been presented with, not the one you hoped for

  • Take time to plan so that you can write an organised answer that is focused on the specific question

  • Use paragraphs to help with coherence and structure

  • Engage with the stem material by making links with theory/explanations

  • Elaborate on discussion/evaluation points by developing a line of argument, justifying points raised using evidence, and making use of counterarguments and alternative explanations

  • Link your evaluation points back to the question

  • Methodological evaluation should be specific to the study, not generic

    • E.g., a generic point is one that says 'the research is correlational so it doesn't show cause and effect'

    • It is better to contextualise the point by saying 'the research is correlational, so it doesn't show cause and effect between stress and illness. Although a relationship exists between these co-variables, it is difficult to conclude whether stress causes illness or the other way round, or if an intervening variables (e.g., poor diet) plays a role'

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Raj Bonsor

Author: Raj Bonsor

Expertise: Psychology & Sociology Content Creator

Raj joined Save My Exams in 2024 as a Senior Content Creator for Psychology & Sociology. Prior to this, she spent fifteen years in the classroom, teaching hundreds of GCSE and A Level students. She has experience as Subject Leader for Psychology and Sociology, and her favourite topics to teach are research methods (especially inferential statistics!) and attachment. She has also successfully taught a number of Level 3 subjects, including criminology, health & social care, and citizenship.

Claire Neeson

Reviewer: Claire Neeson

Expertise: Psychology Content Creator

Claire has been teaching for 34 years, in the UK and overseas. She has taught GCSE, A-level and IB Psychology which has been a lot of fun and extremely exhausting! Claire is now a freelance Psychology teacher and content creator, producing textbooks, revision notes and (hopefully) exciting and interactive teaching materials for use in the classroom and for exam prep. Her passion (apart from Psychology of course) is roller skating and when she is not working (or watching 'Coronation Street') she can be found busting some impressive moves on her local roller rink.