Exam Intelligence · 3 Official Documents Analysed

How to Score Higher in Cambridge AS & A Level Psychology (9990)

Evidence-based Psychology 9990 exam guide built from official examiner reports and mark schemes. Specialised and comprehensive study tips — specific, cited insights so you can achieve top grades.

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Evidence-BasedBuilt from 3 official examiner reports & mark schemes (2023–2025)

What Are Assessment Objectives (AOs)?

Before we dive in, you need to understand how Cambridge actually marks your answers.

AO stands for Assessment Objective. Think of AOs as the different “skills” Cambridge tests you on in every single question. When an examiner marks your paper, they don't just give you a mark out of 12 based on how “good” your answer feels — they allocate specific marks to each AO separately.

For example, a 12-mark question might be split as: AO1 (2 marks) + AO2 (2 marks) + AO3 (2 marks) + AO4 (6 marks). If you write a perfect textbook answer but don't evaluate, you can only score 6 out of 12 — because the other 6 marks are specifically reserved for evaluation.

This is why understanding AOs matters: they tell you exactly what the examiner is looking for and how many marks each skill is worth. Here are the 3 AOs for this subject:

AO1

Knowledge and Understanding

35% of AS Level; 30% of A Level (heaviest on Paper 1 at 53%)

Demonstrate knowledge of psychological concepts, theories, research studies, and research methods. Know all 12 core studies in detail — procedure, results (factual data), and conclusions (interpretive meaning).

AO2

Application

35% of AS Level; 35% of A Level (heaviest on Paper 2 at 50% and Paper 4 at 44%)

Apply psychological knowledge to unfamiliar scenarios. Applications must be prospective (what COULD be done) and explicit (state both WHAT and HOW). Cannot just restate the study.

AO3

Analysis and Evaluation

30% of AS Level; 35% of A Level (heaviest on Paper 3 at 48%)

Evaluate studies and theories using strengths and weaknesses with study-specific examples. Structure evaluation by ISSUE (not by study). Must include the named issue. Real-world application alone is NOT a valid evaluation point.

The key takeaway: Most students lose marks not because they lack knowledge (AO1), but because they skip the higher-order skills — building chains of reasoning (AO2) and making supported judgements (AO3). Everything below shows you exactly how to hit each AO based on what examiners have written in their reports.

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Top Mistakes in AS & A Level Psychology 9990

The most common reasons students lose marks in AS & A Level Psychology 9990, cited directly from official examiner reports across multiple sessions.

Confusing results with conclusions

Every session, Papers 1 and 4 · Affects: Paper 1, Paper 4

What examiners say

“A result is based on factual data collected in the study whereas a conclusion is the general 'meaning' of the data.”
— Paper 1, March 2025

“There must never be any value judgements with results. Using words like 'better' or 'worse' are not appropriate in relation to the presentation of results.”
— Paper 1, March 2025

How to fix this

Results = factual data with numbers (e.g. '65% of participants obeyed to 450V'). Conclusions = the meaning of those data (e.g. 'obedience is influenced by situational factors'). Never use 'better', 'worse', or value judgements in results.

Using the GRAVE approach in AO3 evaluation essays

Every session, Paper 1 · Affects: Paper 1

What examiners say

“Some responses are still following a GRAVE approach (Generalisability, Reliability, Application, Validity, Ethics) when the 'A' part is not creditworthy for an AO3 question.”
— Paper 1, March 2025

“More responses were attempting to focus on real world application which tended to only be awarded partial credit as this question is evaluative in nature and not application.”
— Paper 1, May/June 2023

How to fix this

In essay Q10: real-world application is NOT a standalone evaluation point. You can only get credit for application as a CONSEQUENCE of a strength. Structure: state a strength → explain it with 2 examples from the named study → then optionally add what real-world application follows from that strength.

Applying human ethical guidelines to animal studies

Every session, Papers 1 and 2 · Affects: Paper 1, Paper 2

What examiners say

“Some responses used human guidelines and as a result could not be awarded any credit. Common errors were informed consent and the right to withdraw. The elephant walking away is not an example of the right to withdraw.”
— Paper 1, March 2025

“Ethical guidelines for animals are different from ethical guidelines for humans. Any answer that included informed consent, deception or right to withdraw was awarded 0 marks.”
— Paper 2, May/June 2023

How to fix this

Animal studies use DIFFERENT ethical guidelines: replacement, reduction, refinement (the 3 Rs), species-appropriate housing, minimising suffering. Human guidelines (informed consent, right to withdraw, deception, debriefing) do NOT apply to animals.

Tautological definitions — defining a term using the same word

Every session, Papers 1 and 2 · Affects: Paper 1, Paper 2

What examiners say

“There were some responses that were tautological (e.g., empathy is about being empathic) which could not be given any credit.”
— Paper 1, March 2025

“Many candidates scored 0 marks for stating 'a directional hypothesis shows the direction'.”
— Paper 2, May/June 2023

How to fix this

Never repeat the word from the question in your definition. 'Confidentiality is keeping information in confidence' = 0 marks. Instead: 'Confidentiality means ensuring participants' personal data and responses are not shared with anyone outside the research team.'

Confusing reliability with replicability

Every session, Paper 2 · Affects: Paper 2

What examiners say

“Many candidates appeared to confuse reliability with replication — referring to repeating a study and getting the same results rather than the consistency of any test or task or measure.”
— Paper 2, May/June 2023

“The use of inter-rater reliability is still causing issues. Having two observers does not mean you have inter-rater reliability. This will only occur if the results by the two observers are the same/very similar (above 0.80 correlation).”
— Paper 2, March 2025

How to fix this

Reliability = consistency of a measure (does it give the same result each time?). Replicability = can the study be repeated by someone else? Inter-rater reliability = agreement LEVEL between two observers (must be >0.80), NOT just having two observers.

Structuring Paper 3 essays by study instead of by issue

Every session, Paper 3 · Affects: Paper 3

What examiners say

“Quite a few answers were structured by study/theory/treatment rather than by the issue which often led the response to be quite superficial and repetitive.”
— Paper 3, March 2025

How to fix this

Structure Paper 3 essays by ISSUE (e.g. 'Ecological validity' → discuss across multiple studies), NOT by study (e.g. 'Study A strengths... Study B strengths...'). Start with the named issue. Aim for 3 issues. Add a conclusion to each issue. This structure reaches Level 4-5.

Designing experiments when the question asks for other methods

Every session, Paper 4 · Affects: Paper 4

What examiners say

“Many candidates appeared to assume that they must conduct an experiment whatever the question. An interview, questionnaire or observation are methods independent of an experiment.”
— Paper 4, March 2025

How to fix this

If the question asks you to design an observation, questionnaire, or interview — use THAT method. Do not force it into an experimental format. Know the difference between method technique (how it's done) and method format (structure of questions/observations).

Confusing correlations with experiments — using IV/DV language

Every session, Paper 2 · Affects: Paper 2

What examiners say

“A common misassumption was that correlations can test causal relationships, or that one variable in a correlation causes changes in the other. Lower scoring responses described correlations having an IV and a DV.”
— Paper 2, March 2023

How to fix this

Correlations measure the relationship between two CO-VARIABLES (not IV and DV). Correlations CANNOT establish cause and effect. Only data on a scale can be correlated — you cannot correlate categories. The result is a correlation coefficient, not a significant difference.

Apply what you've learned

Practice identifying these mistakes in real papers. Try a recent paper and mark yourself — you'll spot these patterns immediately.

Try 2026 March All 9990 Papers

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What AS & A Level Psychology 9990 Examiners Reward

Patterns that consistently earn high marks in AS & A Level Psychology 9990, based on examiner report commentary on top-scoring answers.

Essay Q10: 2 strengths + 2 weaknesses, each with 2+ examples from the named study, one point about the named issue

'Four evaluation points in depth (two strengths and two weaknesses) with at least one about the named issue. In depth tends to mean having two examples for each evaluative point.' Missing the named issue = max Level 3 (6 marks).

Source: Paper 1, March 2025

Paper 3 essays: structure by issue, start with named issue, 3 issues, conclusion per issue

'In order to achieve Level 4-5, structure by issue rather than by study. A conclusion at the end of each issue shows excellent understanding.' Named issue missing = max 5 marks. Only named issue = max 4 marks.

Source: Paper 3, March 2025

Always link answers to the specific study/scenario in the question

'Any response that has no context cannot get above a Level 1 mark.' Generic methodology answers without study-specific examples earn minimal credit.

Source: Paper 1, March 2025

Paper 4 part (c): reference YOUR specific plan, not generic methodology

'Most candidates stating the generic there is no control over participant variables — this is correct but could only be awarded 1 mark because an example from the plan is missing.'

Source: Paper 4, March 2025

Distinguish results (factual data) from conclusions (meaning)

This distinction is tested every session. Candidates who consistently present results as numbers/data and conclusions as interpretive statements earn marks others miss.

Source: Papers 1, 2, 4, all sessions

Real-world applications must be prospective and explicit

'Responses need to be prospective and not retrospective.' Must state both WHAT the application is and HOW it can be achieved. 'To become more obedient' is not explicit enough.

Source: Paper 1, May/June 2023

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AS & A Level Psychology 9990 Answer Frameworks

Structured approaches for each AS & A Level Psychology 9990 question type, derived from mark scheme requirements.

Paper 1 Essay Q10 — Evaluate (10 marks)

15–20 minutes

Structure

2 strengths + 2 weaknesses, each with 2+ examples from the named study. One point must be about the named issue.

•Missing the named issue = max 6 marks. Only named issue = max 4 marks.
•Real-world application is NOT a standalone evaluation point
•Each point needs 2+ explicit examples from the named study to be 'in depth'
•Do NOT write a prepared essay — tailor to the specific study and issue asked

Paper 3 Part (b) — Evaluation essay (10 marks)

15–20 minutes

Structure

Issue 1 (named issue) → Issue 2 → Issue 3 (optional). Each issue: discuss across studies, add conclusion.

•Structure by ISSUE not by study — this reaches Level 4-5
•Start with the named issue to guarantee it's covered
•3 issues tends to score higher than 2 superficial ones
•Add a conclusion to each issue, not just at the end

Paper 4 Section B — Study design (variable marks)

25–30 minutes total

Structure

Part (a) = plan the study using the NAMED METHOD. Part (b)(i) = psychological knowledge. Part (b)(ii) = how knowledge informed the plan. Part (c) = evaluate YOUR plan.

•Read ALL sub-questions before writing part (a)
•Use the named method — do NOT default to experiments
•Do NOT evaluate in part (a) or include fictional results
•Part (c): reference YOUR specific plan, not generic methodology

Paper 2 Research Methods questions (2–4 marks)

2–4 minutes

Structure

Define the concept accurately → link to the specific study/scenario in the question

•Avoid tautological definitions — never repeat the word from the question
•Always link to the scenario for the second mark
•Know the difference: reliability vs replicability vs validity
•Know: questionnaire format (open/closed) vs technique (online/postal/paper)

Practice by topic

Use topical past papers to practice specific question types. Each topic collects questions from multiple years — perfect for drilling the frameworks above.

Topical Past Papers

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AS & A Level Psychology 9990 Command Words Decoded

Each command word in AS & A Level Psychology 9990 is a scoring instruction. Understanding what examiners expect is critical to earning full marks.

describe2–8 marks

Provide sufficient unique points matching the mark allocation.

Common mistake

Listing rather than describing. For 8-mark questions, need detailed description of 2-3 studies/theories.

explain2–4 marks

Identify a feature/concept AND link your detail to it. Must show the 'why'.

Common mistake

Just describing without explaining WHY. Explain = identify + link.

evaluate10 marks

Give strengths and weaknesses with study-specific examples.

Common mistake

Using GRAVE approach where Application is not creditworthy. Describing the study instead of evaluating it.

suggest2–4 marks

Propose a prospective, explicit application. Must say WHAT and HOW.

Common mistake

Being retrospective ('this explains why people...') instead of prospective ('this could be used to...').

outline1–2 marks

Brief but accurate definition or description. Don't over-write.

Common mistake

Tautological statements that repeat the word from the question.

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Topics Students Struggle With Most In AS & A Level Psychology 9990

These AS & A Level Psychology 9990 topics consistently produce the lowest scores. Prioritise these in your revision.

Laney et al. — specific questionnaire results

'The majority of candidates could not provide results based on the two questionnaires.' Believers vs Non-believers comparison frequently confused with Love Group vs Control Group.

Affects: Paper 1

Assumptions of approaches — confused between approaches

'There were multiple examples of candidates providing assumptions from a different approach, mainly biological.' Candidates mix up cognitive, social, learning, and biological approach assumptions.

Affects: Paper 1

Correlations — fundamental misunderstanding

Candidates use IV/DV language for correlations, claim correlations prove causation, and try to correlate categorical data. 'Many responses suggested candidates did not understand that it is only possible to correlate data that is on a scale.'

Affects: Paper 2

Overt vs covert observations

'Many candidates appeared not to understand the meaning of overt or to have confused this with covert.' Descriptions of overt observations often describe covert ones.

Affects: Paper 2

Inter-rater reliability

'Having two observers does not mean you have inter-rater reliability. This will only occur if the results are the same/very similar (above 0.80 correlation).' Simply having two observers is not enough.

Affects: Paper 2

Evaluative learning and targeted helping definitions

'The majority of candidates could not provide a correct outline of evaluative learning.' Targeted helping was defined tautologically as 'helping in a targeted way'.

Affects: Paper 1

Unstructured observation — unknown concept

'Most did not know what the term unstructured observation meant, despite this being an essential feature on the AS syllabus.'

Affects: Paper 4

Concordance rates in twin studies

'There was some lack of understanding of concordance with responses stating schizophrenia was more common in MZ than DZ twins — which was not creditworthy.' Must state the concordance rate, not just which group has 'more'.

Affects: Paper 3

Target your weak areas

The topics above are where most marks are lost. Use past papers and mark schemes to practice these specific areas until they become second nature.

Past Papers & Mark Schemes Topical Papers

Frequently Asked Questions

What topics do students struggle with most in A Level Psychology?

Laney et al. results, assumptions of approaches (confused between approaches), correlations (using IV/DV language), overt vs covert observations, inter-rater reliability, and unstructured observation.

What papers make up Cambridge A Level Psychology 9990?

Paper 1: Approaches, Issues & Debates (60 marks, AS). Paper 2: Research Methods (60 marks, AS). Paper 3: Specialist Options Theory (60 marks, A2). Paper 4: Application & Research Methods (60 marks, A2).

What is the average mark on the Paper 1 essay and how do I improve it?

The average response scores Level 2 (4 out of 10 marks). To reach Level 4-5: include 4 evaluation points (2 strengths + 2 weaknesses), each with 2+ explicit examples from the named study, and ensure one point addresses the named issue in the question.

How many examiner reports were used for this guide?

3 official Cambridge examiner reports covering 2023–2025. Every insight is directly cited from these documents.

Put It All Into Practice

You now know exactly what examiners reward and penalise. The next step is deliberate practice with real papers. We have 25 exam sessions available for AS & A Level Psychology 9990 — question papers, mark schemes, and examiner reports.

View All Past Papers Latest Session: 2026 March Topical Past Papers