Extended Writing (6-Mark Essays)

The 6-mark extended writing questions are the highest-tariff individual questions on each paper. They are marked differently from short answer questions — instead of earning one mark per correct point, the examiner reads your entire answer and places it into a level. Understanding how levels of response marking works is essential for maximising your marks on these questions.

---

How Levels of Response Marking Works

Unlike point-based marking (where each correct fact earns a mark), 6-mark questions use a banded marking system. The examiner reads your complete answer and decides which level best describes it.

The Three Levels

Level	Marks	Descriptor
Level 3	5–6 marks	Knowledge is detailed and accurate. The answer is well-organised with a clear and logical structure. Effective use of relevant terminology. Where required, there is effective evaluation with clear reasoning.
Level 2	3–4 marks	Knowledge is mostly accurate with some detail. The answer has some structure but may lack logical flow. There is some evaluation, but it may be superficial or lack development.
Level 1	1–2 marks	Knowledge is limited and may contain inaccuracies. The answer is poorly organised with little or no structure. Evaluation, if present, is basic or irrelevant.
Level 0	0 marks	No relevant content.

Exam Tip: The difference between Level 2 and Level 3 almost always comes down to organisation and depth of evaluation. A student who knows the same facts but presents them in a logical order with effective evaluation will score higher than one who lists facts randomly.

---

Types of 6-Mark Questions

There are two main types of 6-mark question in AQA GCSE Psychology, and they require different approaches.

"Evaluate" Questions

These test primarily AO3 (analysis and evaluation). The examiner expects you to discuss strengths and limitations of a theory, study, or approach.

Example: "Evaluate the multi-store model of memory." (6 marks)

What the examiner wants:

• Strengths of the model (e.g., supported by research evidence such as the serial position effect, HM case study)
• Limitations of the model (e.g., oversimplifies memory, STM and LTM are not single unitary stores)
• A conclusion or overall judgement if appropriate

What the examiner does NOT want:

• A lengthy description of what the model is (this is AO1, and "Evaluate" questions are primarily AO3)
• A list of points without explanation or reasoning

"Discuss" Questions

These require both AO1 (description/knowledge) and AO3 (evaluation). You need to describe the topic and then evaluate it.

Example: "Discuss the role of schemas in reconstructive memory." (6 marks)

What the examiner wants:

• AO1: A clear description of what schemas are and how they affect memory (e.g., schemas are mental frameworks built from experience; they influence how information is encoded, stored, and retrieved)
• AO3: Evaluation of the role of schemas (e.g., supported by Bartlett's War of the Ghosts study; however, most research uses artificial stimuli, so findings may not reflect real-world memory)

Exam Tip: For "Discuss" questions, aim for a roughly 50:50 split between description (AO1) and evaluation (AO3). An answer that is entirely descriptive will not go beyond Level 2 even if the description is excellent.

---

The PEEL Structure

The most effective way to organise a 6-mark answer is to use PEEL paragraphs. This structure ensures your answer is logical, well-developed, and demonstrates the depth needed for Level 3.

What PEEL Stands For

Letter	Meaning	What to write
P	Point	Make a clear statement — your main argument or finding
E	Evidence	Support your point with a specific study, theory, or example
E	Explain	Explain what the evidence shows and why it matters
L	Link	Link back to the question — how does this point answer what was asked?

PEEL in Practice

Question: "Evaluate the use of questionnaires in psychological research." (6 marks)

PEEL Paragraph 1 (Strength):

• P: One strength of questionnaires is that they can collect data from a large number of participants quickly and cheaply.
• E: For example, a researcher studying attitudes towards mental health could distribute an online questionnaire to thousands of people in a matter of hours.
• E: This means a large sample can be obtained, which is likely to be more representative of the target population and allows the findings to be more easily generalised.
• L: This makes questionnaires a practical and efficient method for collecting quantitative data in psychology.

PEEL Paragraph 2 (Limitation):

• P: However, a limitation of questionnaires is that they are vulnerable to social desirability bias.
• E: Participants may give answers that make them look good rather than answering honestly, particularly on sensitive topics such as prejudice or mental health.
• E: This means the data collected may not reflect participants' true thoughts or behaviours, reducing the validity of the findings.
• L: This is a significant weakness because if the data is not valid, conclusions drawn from the research may be misleading.

---

Using Research Studies as Evidence

One of the most effective ways to demonstrate AO1 knowledge and support AO3 evaluation is to cite specific research studies. When referencing a study in a 6-mark answer, include:

1. Researcher name(s) — e.g., "Loftus and Palmer (1974)"
2. Brief method — what the researchers did
3. Key finding(s) — what they found
4. Conclusion — what this tells us about the topic

Example: Using a Study in a 6-Mark Answer

Question: "Evaluate the effect of leading questions on eyewitness testimony." (6 marks)

Using Loftus and Palmer as evidence: