I.B. Psych Exam Review

Exam outline HL Overall exam weight – 80% Day 1 – May 13 th – 2 hrs. Paper 1 – 35% Day 2 – May 16 th – 2 hrs. Paper 2 – 25% – 1 hr. Paper 3 – 20%

Day 1 – May 13 th 2 hrs. Paper 1 Section A: Three responses from the biological level of analysis, the cognitive level of analysis, and the socio-cultural level of analysis. 3 answers – 3 questions – no selection possible 8 mark rubric applied Focus on knowledge and understanding of research, no critical thinking emphasis

Paper 1 - Section A The purpose of this section is to assess students’ knowledge and understanding of all three levels of analysis. Students are required to answer three short-answer questions, one on the syllabus content of each level of analysis. Assessment objective 1 (knowledge and comprehension) and 2 (application and analysis) command terms will be used in section A questions, students could be required to: analyse apply define describe distinguish explain outline state. The maximum mark for section A is questions, no selection, 8 marks each

Part A Rubric

Recipe Paragraph 1 – short intro framing the question Paragraph 2 – one theory, justified Paragraph 3 – one study, justified Paragraph 4 – short extension or conclusion (implications?)

Do… Focus on command term! Answer exactly the question asked – nothing else Support with the right theory Support with the right research Have a short intro and conclusion (one or two lines each) Approx. 300 words – 5 minutes planning; 20 minutes writing

Don’t … Include irrelevant information Answer a slightly different question Use unsupported opinion or assertion Include things above the command term Include the research and not justify why it’s the right one Include the theory and not justify why it’s the right one

Section B: ONE answer from selection of THREE questions drawn from each of the THREE levels. 22 mark rubric applied Focus on knowledge and understanding of research BUT with a requirement for critical thinking and organization Discuss Examine Evaluate TWE Double question – low level and higher level

Paper 1 – Section B Section B The purpose of this section is to assess students’ knowledge and understanding of the levels of analysis. Theoretical and/or empirical support is required in all answers. Students are required to answer one out of a choice of three essay questions drawn from the learning outcomes of the levels of analysis. In order to access the full range of marks available in the assessment criteria, all questions in section B of paper 1 will include an assessment objective 3 command term (synthesis and evaluation). Within a question, assessment objective 1 and 2 command terms may also be used. Each question is worth 22 marks. The maximum mark for section B is words and 1 hour

Part B Rubric

You must: Use research and show you get it Use the right research – relevant You must: Apply your evidence to the questions – HOW? Return to Question Analyze studies: implications, importance You must: Weaknesses/Strengths What do they NOT show

DO… Make sure discuss the whole question, not a collection of studies Show you’re using evidence critically Need details Minimum 2 studies PARAGRAPHS! Key transition phrases

Don’t… Include irrelevant information Separate criticism from the question Throw a cold study in there “Introduce them” Not all one paragraph!

Day 2 – May 16 th 2 hrs. Paper 2 Drawn from the options portion of the course: Abnormal Psychology and Psychology of Relationships TWO answers from DIFFERENT sections, each section has THREE options from which you can pick one. You will not recognize the questions on the exam from the other optional units. 22 mark rubric is applied The focus is – again - on critical thinking, which means critically using the studies and forming a balanced argument. This presupposed accurate knowledge and understanding. Minimum 2 studies needed – and known cold!

Day 2 – May 16 th 1 hr. Paper 3 Based on the qualitative research methods part of the course. You must answer THREE questions. No choice is offered here. You must ACTIVELY READ a section describing a study or an excerpt of a study. Simple rubric of 10 is applied to each response – low-medium-high scoring

I.B. Paper 3 Markbands 0 – the answer does not reach a standard described by the descriptors below 1 – 3 There is an attempt to answer the question, but knowledge and understanding is limited, often inaccurate, or of marginal relevance to the stimulus material. The response makes no direct reference to the stimulus material or relies too heavily on quotations from the text. 4 – 7 The question is partially answered. Knowledge and understanding is accurate but limited. Either the command term is not effectively addressed or the response is not sufficiently explicit in answering the question. The response makes limited use of the stimulus material. 8 – 10 The question is answered in a focused and effective manner and meets the demands of the command term. The answer is supported by appropriate and accurate knowledge and understanding of qualitative research methodology. The response demonstrates a critical understanding of qualitative research methodology applied to the stimulus material.

Checklist format – top markband The question is answered in a focused and effective manner Meets the demands of the command term. Supported by appropriate and accurate knowledge and understanding of qualitative research methodology. Critical understanding of qualitative research methodology Applied to the stimulus material.

Key points of focus: Strengths and weaknesses of each research method (and sub method) Inductive content analysis Ethical considerations Critical thinking – critical thinking – critical thinking!

How to begin this section: Outline the aims, methods and conclusions Identify and criticize the participants and the sampling method used Emotional reasoning – examine your feelings about the research and findings – do you agree with them? Find ways to justify your feelings about the research..

For the entire exam… You must remember to focus on the particular areas we studied. There are a number of different ways each of these questions can be answered but ONY ONE way we have studied. – Cognitive process – memory – psychological disorders? Affective – depression, anxiety – phobias, eating disorders.

Vocabulary Be precise Demonstrates, shows, gives evidence for… Effective treatment Soft language doesn’t corner you Beware of how your words COULD be taken NEVER say prove NEVER say cure Hard language nails you down

Answer the question Read the question carefully – don`t be triggered by the material component, focus on the command term Use the right study Evaluate the study and its theory too Don’t make a list – less well evaluated points are better Say WHY you’re using the study