May 2025 Examination Analysis

The May 2025 Psychology Standard Level examination represents a balanced assessment of the core curriculum and optional topics. While the questions are generally straightforward, success depended on candidates' ability to target specific vocabulary accurately, rather than relying on generic pre-prepared answers.

Where the Marks are Won or Lost

In Paper 1 Section A, high marks require precise mapping between the concept, the study, and the question. For example, in Question 1 (Biological approach), examiners looked for an explicit definition of an agonist (either endogenous like acetylcholine or exogenous like physostigmine) and a direct explanation of its effect on behaviour. Simply detailing a neurotransmitter's function without framing it as an agonist was a common reason for losing marks. In Section B (Extended Response), critical thinking (Criterion D) remains the primary discriminator, where students must evaluate methodology, assumptions, and alternative explanations.

Examiner Pitfalls to Avoid

  • Paper 2 Health Psychology (Contrast): In Question 8, many students struggled with the command word 'Contrast'. Instead of presenting a running comparative analysis highlighting differences, candidates often wrote two consecutive, isolated summaries, restricting their performance under Criteria B and D.
  • Drawing vs. Describing: For Question 2 (Models of Memory), several candidates relied heavily on drawing the Multi-store or Working Memory model. Under IB guidelines, only the written description is assessed.
  • Pre-Prepared Essays: In Paper 2 Option topics, generic essays on diagnosis or treatment that did not target the exact prompt (e.g., evaluating studies on cultural factors in treatment versus evaluating the treatment itself) failed to reach the top markbands.

Preparation and Strategic Tips

To maximize study efficiency, focus on studies that can serve multiple topics. For instance, Maguire et al. (2000) can support brain imaging techniques, neuroplasticity, and localization of brain function. Additionally, prepare structured evaluation templates using tools like MCEG (Methodology, Culture, Ethics, Gender) to ensure consistent high scores in Criterion D.