Valerie is a teacher. She notices that students who are expecting a test in another lesson are more likely to feel angry in her lesson. She thinks this is because they are misinterpreting their high level of arousal as anger rather than anxiety about the test. She decides to use a questionnaire to investigate whether her students are misinterpreting their arousal.

Mark scheme

Marking points from the official mark scheme (Oct/Nov 2020). The mark or mark type is shown in brackets.

1. [] (a) Three majors for this study using a questionnaire are:
2. [] (a) Who/when: – sample of classes expecting a test (and not expecting a test)
3. [] (a) How: - style of questions asked (e.g. open or qualitative and interpretation / closed or quantitative and how scored)
4. [] (a) What: - content of questions asked (i.e. to include anxiety and anger for Level 3, therefore about misinterpretation)
5. [] (a) The minors are:
6. [] (a) where: location of participants when completing the questionnaire / how it is distributed
7. [] (a) Also:
8. [] (a) lie questions
9. [] (a) filler questions
10. [] (a) sampling technique
11. [] (a) sample size
12. [] (a) ethical issues
13. [] (a) Other appropriate responses should also be credited.
14. [] (a) Mark according to the levels of response criteria below:
15. [] (a) Level 3 (8–10 marks)
16. [] (a) • Response is described in sufficient detail to be replicable (i.e. what and how);
17. [] (a) • Response may have a minor omission (i.e. who or where);
18. [] (a) • Use of psychological terminology is accurate and comprehensive;
19. [] (a) Level 2 (5–7 marks)
20. [] (a) • Response is in some detail;
21. [] (a) • Response has minor omission(s) (i.e. who and/or where);
22. [] (a) • Use of psychological terminology is accurate;
23. [] (a) Level 1 (1–4 marks)
24. [] (a) • Response is basic in detail;
25. [] (a) • Response has major omission(s);
26. [] (a) • If response is impossible to conduct max 2;
27. [] (a) • Use of psychological terminology is mainly accurate;
28. [] (a) Level 0 (0 marks)
29. [] (a) No response worthy of credit.
30. [] (b) Answer will depend on problem identified. If the problem was an obvious omission in (a), fewer marks will have been awarded in (a), so they can be awarded here.
31. [] (b) Problems may, for example, be matters of:
32. [] (b) Validity
33. [1] (b) • operationalisation;
34. [1] (b) • difficulty with lying / social desirability;
35. [1] (b) • difficulty with response biases;
36. [] (b) Reliability
37. [1] (b) • inter-rater consistency;
38. [1] (b) • intra-rater consistency;
39. [] (b) This list is not exhaustive and other appropriate responses should also be credited.
40. [3-4] (b) Mark Description: Appropriate problem identified; Appropriate solution is clearly described;
41. [2] (b) Mark Description: Appropriate problem identified; plus EITHER Explanation of why it is a problem OR Ineffectual but possible solution described;
42. [1] (b) Mark Description: Appropriate problem identified; Little or no justification;
43. [0] (b) Mark Description: No response worthy of credit.