How to master AQA A Level Psychology 16-mark questions

The 16-mark essay. For many AQA A Level Psychology students, these two words can cause a spike in heart rate. These extended questions are the biggest on the exam paper and can often be the difference between grade boundaries. But they are absolutely nothing to fear.

In fact, with the right structure, revision, and technique, 16-mark questions are a fantastic opportunity to showcase your knowledge and analytical skills. This guide will break down everything you need to know to stop fearing the 16-marker and start mastering it.

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What are AQA A Level Psychology 16-mark questions?

AQA A Level Psychology 16-mark questions are extended essay questions that may appear in any topic section on all three exam papers.

Their purpose is to test the depth and breadth of your understanding. They require you to not only present detailed knowledge of theories and studies (AO1) but also to critically analyse and evaluate this information (AO3), and sometimes apply it to a new scenario (AO2).

What are the different types of AQA A Level Psychology 16-mark questions?

While the mark value is always the same, the command words in the question can vary. It’s vital to understand what each one is asking you to do.

• ‘Outline and evaluate…’ / ‘Describe and evaluate…’: This is the most common format. It’s a straightforward instruction to provide both knowledge (AO1) and evaluation (AO3).
• ‘Discuss…’: This command word often signals the inclusion of a ‘stem’ or a short scenario. You will be asked to discuss a theory or concept in relation to the scenario. This means you need to weave application (AO2) into your answer alongside your knowledge (AO1) and evaluation (AO3).

You may encounter slightly different formats, such as: “Outline Animal Studies of Attachment, Discuss the extent to which these studies inform our understanding of Human Attachment”. These are not very common, but can be tricky if not answered correctly. Ask your teacher or tutor to walk you through these more obscure essay questions.

Psychology 16-marker example

• Describe and evaluate: “Describe and evaluate the Multi-Store Model of Memory.”
• Discuss: “Tilly has a phobia of spiders. She is now unable to go into her garden or garage in case she sees one. Her phobia is disrupting her life, and she is very anxious. Discuss the behavioural approach to treating phobias.”

Note: These exam-style questions were written by the author of this article and have not been provided or approved by AQA.

How are marks awarded in AQA A Level Psychology 16-mark questions?

Understanding the mark scheme is key to writing a successful essay. The marks for a 16-marker are split between Assessment Objectives (AOs):

• AO1: Knowledge and Understanding: This is where you describe the theory, study, or concept. Your description must be accurate, well-detailed, and clear. You should use specialist terminology correctly. Simply listing facts isn’t enough; the information should be organised and coherent.
• AO2 (Application): In questions with a scenario (often ‘discuss’ questions), you must explicitly link your knowledge and evaluation to the people and situations described. There are fewer AO3 marks available due to the additional AO2 marks awarded.
• AO3: Evaluation and Analysis: This is the most heavily weighted part. To get top marks here, your evaluation must be effective. This means your points are well-explained and linked back to the question. The best answers often include counter-arguments or a discussion of wider issues and debates (e.g., reductionism, determinism).

The breakdown of marks for a 16-mark essay question is as follows:

• Standard 16-marker: AO1 = 6 marks, AO3 = 10 marks.
• With a scenario: AO1 = 6 marks, AO2 = 4 marks, AO3 = 6 marks.

However, essays are marked ‘holistically’, so the overall quality needs to meet the Level 4 grade descriptors if you are to achieve 13 marks or more. You can view a mark scheme, for example grade descriptors.

How to structure a 16-marker in Psychology

Structure is your secret weapon. A clear, logical structure makes your essay easy for the examiner to read and mark. A great essay has a clear line of argument running through it.

Here is a reliable Psychology 16-marker structure:

1. AO1 Paragraphs (Knowledge):

• Ensure you have a strong opening sentence that introduces the fundamental(s) of the topic in question. For example:
  • ‘The Working Memory Model presents short-term memory as an active processor of information.’
  • ‘The biological approach in psychology states that everything psychological is first biological.’
  • ‘The Authoritarian Personality is a dispositional explanation of obedience.’
• Dedicate 1-2 paragraphs to describing the relevant theory or study.
• This section should be purely descriptive. Aim to write about 1/3 of your total answer on this.

2. AO3 Paragraphs (Evaluation):

• This is the main body of your essay (about 2/3 of the answer). Aim for 3-4 well-developed evaluative paragraphs.
• A great technique for this is PEEL:
  • Point: Make your evaluative point. (e.g., “A key limitation of the model is that it is overly simplistic.”)
  • Evidence/Explain: Explain the point in detail. What is the evidence for this strength or weakness? (e.g., “For example, it presents Short-Term Memory as a single, unitary store. However, evidence from the Working Memory Model suggests STM is far more complex.”)
  • Explain: What is the implication of this? Why does this matter? (e.g., “This suggests the MSM cannot account for the different types of tasks that STM can handle, such as both visual and acoustic information, limiting its explanatory power.”)
  • Link: Link it back to the question to show you’re still focused on the topic. (e.g., “Therefore, the Multi-Store Model’s representation of memory is too reductionist to be a complete explanation.”)

Psychology 16-marker model answer

Here is a model answer for a classic 16-mark question to show you what a top-level response looks like.

Question: “Describe and evaluate the Multi-Store Model of Memory.” (16 marks)

AO1: Description of the Multi-Store Model

The Multi-Store Model of Memory (MSM), proposed by Atkinson and Shiffrin (1968), was the first cognitive model to describe memory as a linear process involving three distinct, unitary stores. Information flows from the environment, through the sensory register, into short-term memory (STM), and finally into long-term memory (LTM). The first store is the Sensory Register, which receives sensory information from the environment. It has stores for different senses (e.g., iconic for visual, echoic for auditory). The capacity of the sensory register is very large, but its duration is very brief (less than half a second). Information only passes to the next store if attention is paid to it. The second store is Short-Term Memory (STM). STM is coded acoustically and has a limited capacity of 7 +/- 2 items, according to Miller. Its duration is approximately 18-30 seconds, as shown by Peterson and Peterson. Information is kept in STM through maintenance rehearsal (repetition). If rehearsed for long enough, it can be transferred to the third store, LTM. The final store is Long-Term Memory (LTM). LTM is primarily coded semantically (by meaning) and is believed to have an unlimited capacity and a lifetime duration. To be recalled, information from LTM has to be transferred back into STM through a process called retrieval.

Why it works: This AO1 section is clear, accurate, and detailed. It covers the key components of the model, the processes that connect them, and the features of each store (coding, capacity, duration), referencing key research.

AO3: Evaluation of the Multi-Store Model

A key strength of the MSM is the wealth of supporting evidence from research studies that demonstrate the existence of distinct STM and LTM stores. For instance, Baddeley’s research into coding found that participants made more mistakes with acoustically similar words in STM but with semantically similar words in LTM. This supports the MSM’s view that STM is coded acoustically while LTM is coded semantically, suggesting they are separate and independent stores. This evidence increases the validity of the model’s core assumptions.

Further support for the distinction between the memory stores comes from case studies of patients with amnesia. For example, the patient HM (Henry Molaison) had his hippocampus removed to treat epilepsy. Afterwards, his LTM was severely damaged, and he could not form new long-term memories. However, his STM remained intact, and he could perform well on tasks testing immediate memory span. This supports the MSM’s idea that STM and LTM are separate stores located in different parts of the brain, as one can be damaged while the other remains functional.

However, a major limitation of the MSM is that it is now considered to be overly simplistic and reductionist. It presents both STM and LTM as single, unitary stores. This has been challenged by evidence from the Working Memory Model, which suggests that STM is a much more active and complex processor with multiple components (e.g., phonological loop, visuo-spatial sketchpad). Likewise, research has shown that LTM is not a single store but is divided into episodic, semantic, and procedural memory. Therefore, the MSM’s simplistic view limits its ability to explain the full complexity of human memory.

Furthermore, the MSM’s emphasis on the role of maintenance rehearsal for transferring information to LTM has been questioned. Craik and Watkins (1973) argued that the type of rehearsal is more important than the amount. They distinguished between maintenance rehearsal, which just keeps information in STM, and elaborative rehearsal, where the meaning of the information is considered. It is elaborative rehearsal that is needed for long-term storage. This suggests that the MSM’s explanation of memory transfer is too simple and fails to account for the different ways information can be processed.

Why it works: This AO3 section provides four well-developed PEEL paragraphs. Each point is clearly explained with evidence (Baddeley, HM, WMM, Craik & Watkins) and linked back to the question. It presents both a strength and several limitations, creating a balanced and effective evaluation. This would comfortably achieve the top band for the AO3 marks.

Note: These model answers and marking insights were written by the author of this article and have not been provided or approved by AQA.

How can you revise for AQA A Level Psychology 16-mark questions?

Active revision is far more effective than just reading your notes.

• Create essay plans: You can’t write an essay on every single topic, but you can plan them. For each potential 16-marker, create a bullet-point plan with your key AO1 points and 4-5 PEEL paragraphs for AO3 (you can turn these into flashcards easily enough!).
• Build an evaluation bank: Create a document or use flashcards to list strengths and weaknesses for every key theory and study. Having these ‘ready to go’ will save you valuable thinking time in the exam. For each point, note down the key researcher or concept that supports it.
• Timed practice: This is non-negotiable. Get used to writing under pressure. Use past paper questions and give yourself a time limit, starting with around 30-40 minutes, and working towards a more strict 20-25 minute time limit. It is good practice to rewrite sentences aiming to reduce the number of words, without losing detail. We call this ‘writing concisely’.

Tips for AQA A Level Psychology 16-mark essay questions

• Deconstruct the question: Before you write, highlight the key terms. What is the command word? What topic is it about? Is there a scenario you need to apply your knowledge to?
• Plan your answer: Spend 2-3 minutes creating a quick plan. Jot down your AO1 points and your AO3 PEEL headings. This will keep you focused and ensure your essay has a logical flow.
• Watch the clock: Aim to spend around 20-25 minutes on your 16-mark essay. It’s roughly 1.25 minutes per mark. Sticking to this gives you enough time for the rest of the exam paper.
• Use specialist terminology: Show the examiner you’re an A Level Psychology student. Use words like ‘ecological validity’, ‘temporal validity’, ‘ethnocentric’, ‘nomothetic’, ‘idiographic’, etc., where appropriate.
• Quality over quantity: A well-structured essay with four detailed evaluative points is far better than a disorganised one with eight superficial points. Depth beats breadth every time.

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AQA A Level Psychology 16-mark questions may seem intimidating at first, but with the right structure, clear planning, and consistent practice, you’ll be well equipped to secure top marks.

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FAQs

How many 16-markers are in AQA A Level Psychology?

There are usually six psychology 16 markers in total across the three papers, but this may vary each exam series. (There is unlikely to be more than six.)

How do I answer an AQA A Level Psychology 16-mark question?

By using a clear structure. Dedicate the first part of your essay to describing the topic (AO1) and the second, larger part to evaluating it with well-explained points (AO3). Follow the structure outlined above.

Should I plan an AQA A Level Psychology 16-mark essay?

Yes, absolutely! A 2-3 minute plan will focus your mind, give your essay a logical structure, and probably save you time overall by preventing you from going off on a tangent.

How long should an AQA A Level Psychology 16-mark essay be?

There is no set word count. Focus on the quality of your points. A good answer will likely consist of around 5-7 well-structured paragraphs. This usually ends up being between 1.5 and 2 sides of A4 paper.

How many paragraphs do I need for an AQA A Level Psychology 16-mark essay?

Aim for 1-2 paragraphs for AO1 (knowledge) and 3-4 well-developed paragraphs for AO3 (evaluation). Each evaluation paragraph should focus on a single point. However, if you are confident, you can use a ‘point/counterpoint’ format (where you discuss a strength and then, in the same paragraph, present a counterpoint).

How long should I spend on an AQA A Level Psychology 16-mark question?

Allocate around 20-25 minutes for the 16-mark essay, including planning time.

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