A-LEVEL Sociology. SCLY4R/Unit 4 Crime and Deviance with Theory and Methods Stratification and Differentiation with Theory and Methods Mark scheme
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1 A-LEVEL Sociology SCLY4R/Unit 4 Crime and Deviance with Theory and Methods Stratification and Differentiation with Theory and Methods Mark scheme 2190 June 2015 Version/Stage: 1.0 Final
2 Mark schemes are prepared by the Lead Assessment Writer and considered, together with the relevant questions, by a panel of subject teachers. This mark scheme includes any amendments made at the standardisation events which all associates participate in and is the scheme which was used by them in this examination. The standardisation process ensures that the mark scheme covers the students responses to questions and that every associate understands and applies it in the same correct way. As preparation for standardisation each associate analyses a number of students scripts. Alternative answers not already covered by the mark scheme are discussed and legislated for. If, after the standardisation process, associates encounter unusual answers which have not been raised they are required to refer these to the Lead Assessment Writer. It must be stressed that a mark scheme is a working document, in many cases further developed and expanded on the basis of students reactions to a particular paper. Assumptions about future mark schemes on the basis of one year s document should be avoided; whilst the guiding principles of assessment remain constant, details will change, depending on the content of a particular examination paper. Further copies of this mark scheme are available from aqa.org.uk Copyright 2015 AQA and its licensors. All rights reserved. AQA retains the copyright on all its publications. However, registered schools/colleges for AQA are permitted to copy material from this booklet for their own internal use, with the following important exception: AQA cannot give permission to schools/colleges to photocopy any material that is acknowledged to a third party even for internal use within the centre.
3 QUALITY OF WRITTEN COMMUNICATION Where students are required to produce extended written material in English, the scheme of assessment must make specific reference to the assessment of the quality of written communication. Students must be required to: ensure text is legible, and spelling, grammar and punctuation are accurate, so that meaning is clear select and use a form and style of writing appropriate to purpose and complex subject matter organise relevant information clearly and coherently, using specialist vocabulary when appropriate. The assessment criteria for quality of written communication apply to the assessment of the questions indicated below. The following criteria should be applied in conjunction with the mark schemes (the general mark scheme and the question specific mark scheme). The quality of written communication bands must be regarded as integral to the appropriate mark scheme band even though they are listed separately in the mark scheme. Examiners should note that, in the assessment of students sociological knowledge and skills, the assessment of the Quality of Written Communication will be judged through the assessment of the clarity and appropriateness of the sociological material presented. Questions 0 1, 0 2, 0 5 and 0 6 In the 1 7 band, students answers are likely to be characterised by the poor logical expression of ideas and the use of a limited range of conceptual terms, perhaps often used imprecisely and/or inaccurately. Spelling, punctuation and grammar may show serious deficiencies and frequent errors, perhaps impairing the intelligibility of significant parts of the answer. In the 8 15 band, students answers are likely to be characterised by the fair to good logical expression of ideas and the competent use of a reasonable range of conceptual terms. Spelling, punctuation and grammar will be of a reasonable standard. Commonly used words and sociological terms will generally be spelt correctly. There may be minor errors of punctuation and grammar, but these will not seriously impair the intelligibility of the answer. In the band, students answers are likely to be characterised by the very good to excellent logical expression of ideas and the precise use of a broad range of conceptual terms. Spelling, punctuation and grammar will be of a very good to excellent standard. Commonly and less commonly used words and sociological terms will almost always be spelt correctly. Meaning will be clear throughout. Questions 0 3, 0 4, 0 7 and 0 8 In the 1 5 band, students answers are likely to be characterised by the poor logical expression of ideas and the use of a limited range of conceptual terms, perhaps often used imprecisely and/or inaccurately. Spelling, punctuation and grammar may show serious deficiencies and frequent errors, perhaps impairing the intelligibility of significant parts of the answer. 3 of 27
4 In the 6 11 band, students answers are likely to be characterised by the fair to good logical expression of ideas, and the competent use of a reasonable range of conceptual terms. Spelling, punctuation and grammar will be of a reasonable standard. Commonly used words and sociological terms will generally be spelt correctly. There may be minor errors of punctuation and grammar but these will not seriously impair the intelligibility of the answer. In the band, students answers are likely to be characterised by the very good to excellent logical expression of ideas and the precise use of a broad range of conceptual terms. Spelling, punctuation and grammar will be of a very good to excellent standard. Commonly and less commonly used words and sociological terms will almost always be spelt correctly. Meaning will be clear throughout. INDICATIVE CONTENT AND RESEARCH IN THE MARK SCHEMES Please note that any of the indicative content and research referred to in the highest mark band of the 15-, 21- and 33-mark questions may be present in any of the mark bands, not solely the highest band. 4 of 27
5 Section A Crime and Deviance with Theory and Methods Total for this section: 90 marks 0 1 Using material from Item A and elsewhere, assess right realist explanations of both the causes of crime and the solutions to crime. [21 marks] 0 No relevant points. 1 7 In this band, interpretation, application, analysis and evaluation will be very limited or non-existent, and answers will show only limited knowledge and understanding. Lower in the band, there may be one or two inconsequential quasisociological points about crime, with little understanding of relevant issues, or some material ineffectively recycled from the Item. Higher in the band, answers will show limited, undeveloped sociological knowledge, for example an insubstantial account of a potentially relevant study, eg of the solutions to crime. Interpretation of material may be simplistic and/or its application may be at a tangent to the question In this band, there will be some appropriate interpretation and application, and some limited analysis and/or evaluation (though lower in the band this will be implicit), and answers will show reasonable knowledge and understanding. Lower in the band, some suitable material will be correctly identified and a broadly accurate if basic account offered, for example of rational choice theory and its link to crime, though application and interpretation to meet the demands of the question may remain implicit. Higher in the band, knowledge and understanding of material will be broader and/or deeper, and the answer will deal explicitly with different right realist theories of causes of crime and/or solutions to crime. Material will be accurately interpreted but the relevance of its application may not always be made explicit. There will be some limited analysis and/or evaluation, for example of right realist from a left realist perspective In this band, interpretation, application, analysis and evaluation will be explicit and relevant, and answers will show sound, conceptually detailed knowledge and understanding of sociological material on different right realist theories of both the causes of crime and solutions to crime, drawn from the Item and elsewhere. This will be accurately interpreted and sensitively applied to meet the demands of the question. Concepts and issues such as the following may appear: crime as a real problem; biological differences; inadequate socialisation; underclass; welfare dependency; rational choice; criminogenic environment; routine activity theory; zero tolerance; control; punishment; target hardening. 5 of 27
6 Evaluation may be developed, for example by locating the discussion within a debate between perspectives, or considering methodological issues. Lower in the band, application and interpretation may be less selective or evaluation may be less developed and more list-like. Higher in the band, application and interpretation may be more focused and evaluation more thorough, and/or answers may show a clear rationale in the organisation of material leading to a distinct conclusion. Sources may include: Clarke; Felson; Lea & Young; Murray; Wilson; Wilson and Herrnstein; Wilson and Kelling; Young 6 of 27
7 0 2 Using material from Item B and elsewhere, assess sociological explanations of differences in offending between ethnic groups. [21 marks] 0 No relevant points. 1 7 In this band, interpretation, application, analysis and evaluation will be very limited or non-existent, and answers will show only limited knowledge and understanding. Lower in the band, there may be one or two inconsequential quasisociological points about ethnicity and crime, with little understanding of relevant issues, or some material ineffectually recycled from the Item. Higher in the band, answers will show limited, undeveloped sociological knowledge, for example an insubstantial account of a potentially relevant study eg of mugging. Interpretation of material may be simplistic and/or its application may be at a tangent to the question In this band, there will be some appropriate interpretation and application, and some limited analysis and/or evaluation (though lower in the band this will be implicit), and answers will show reasonable knowledge and understanding. Lower in the band, some suitable material will be correctly identified and a broadly accurate if basic account offered, for example of a couple of studies of ethnicity and crime, though application and interpretation to meet the demands of the question may remain implicit. Higher in the band, knowledge and understanding of material will be broader and/or deeper, and the answer will deal explicitly with two or more explanations of differences in offending between ethnic groups. Material will be accurately interpreted but the relevance of its application may not always be made explicit. There will be some limited analysis and/or evaluation, for instance comparing or contrasting different explanations or groups In this band, interpretation, application, analysis and evaluation will be explicit and relevant, and answers will show sound, conceptually detailed knowledge and understanding of two or more sociological explanations of differences in offending between ethnic groups, drawn from the Item and elsewhere. This will be accurately interpreted and sensitively applied to meet the demands of the question. Concepts and issues such as the following may appear: culture of resistance; stereotyping; societal reaction; mugging ; racist attacks; institutional racism; stop and search; excessive surveillance; over-policing; labelling; canteen culture; hegemony; moral panic; marginality; subcultures; social exclusion; artefact explanation; operationalisation of ethnicity; strip-search; deaths in custody; sentencing policy; minority ethnic recruitment; capitalism; colonialism; relative deprivation; marginalisation; subculture; the role of the media; differential enforcement; policing policy. Evaluation may be developed, for example by locating the discussion within a debate between 7 of 27
8 perspectives, or considering relevant methodological issues. Lower in the band, application and interpretation may be less selective or evaluation may be less developed and more list-like. Higher in the band, application and interpretation may be more focused and evaluation more thorough, and/or answers may show a clear rationale in the organisation of material leading to a distinct conclusion. Sources may include: Bowling and Phillips; British Crime Survey; Gilroy; Hall et al; Lea & Young; Macpherson Report; Sampson and Phillips; Hood. 8 of 27
9 0 3 Using material from Item C and elsewhere, assess the strengths and limitations of using official statistics as a means of investigating corporate crime. [15 marks] 0 No relevant points. 1 5 Answers in this band will show very limited or no interpretation, analysis and evaluation, and will show only limited knowledge and understanding. Lower in the band, there may be one or two insubstantial points about methods in general, or some material ineffectually recycled from the Item, or some knowledge relating solely to the issue of corporate crime, with very little or no reference to official statistics. Higher in the band, answers will show limited, undeveloped sociological knowledge, for example in the form of two or three insubstantial points about official statistics. Analysis and evaluation will be very limited or non-existent Answers in this band will show reasonable interpretation, application, analysis and/or evaluation, and will show reasonable knowledge and understanding. Lower in the band, answers will present some potentially relevant material, including a broadly accurate (though possibly list-like) account of some of the strengths and/or limitations of official statistics. However, application to the study of crime and deviance or to the issue of corporate crime will be very limited or non-existent. Higher in the band, there will be broader and/or deeper knowledge of the strengths and limitations of official statistics and somewhat more successful application of this knowledge. However, while material will be interpreted accurately, some of it will be applied in a more generalised way or a more restricted way; for example: specific but undeveloped application to corporate crime, or a focus on the research characteristics of corporate criminals with implicit links to some features of official statistics, or applying official statistics to the study of crime and deviance in general, not to the specifics of corporate crime. There will be some limited explicit analysis and/or evaluation In this band, interpretation, application, analysis and evaluation will be explicit and relevant. Answers will show sound, conceptually detailed knowledge and understanding of the strengths and limitations of official statistics. This will be accurately and sensitively interpreted and applied to the demands of the question. Lower in the band, answers may consider a more limited range of material or may lack focus or structure and evaluation may be less developed. Higher in the band, interpretation and application will be more fully focused and evaluation more thorough. 9 of 27
10 Students will apply a range of relevant strengths and limitations of using official statistics to the particular research issue of corporate crime. These may include some of the following, and/or other concerns, though answers do not need to include all of these, even for full marks: the research characteristics of potential research subjects: they hold positions of power; they may work in international organisations and be covered by different laws; victims will be hard to trace; the research context and settings: lack of the statistics due to lack of prosecutions because of difficulty of tracing crimes; the wide variety of crimes may not be separated in official statistics; those who do get prosecuted may have committed lower level crimes; unlikely to report crimes on self-report studies due to potential to lose employment the political, legal and ethical sensitivity of researching a sensitive issue: the political power of those who commit these crimes; many crimes may be dealt with internally rather than through legal channels and so will not appear on statistics. Strengths and limitations of the method: validity; reliability; representativeness; generalisation; theoretical perspective; access; cost; time; scale; etc. Note: In any mark band, students who make relevant reference to their own research experiences or to sociological studies using the method in the question will be rewarded, when such material is applied appropriately to the set question. 10 of 27
11 0 4 Assess the view that a sociologist s theoretical perspective is the most important factor in their choice both of research methods and of topics to investigate. [33 marks] AO1: Knowledge and Understanding [15 marks] 0 No relevant knowledge or understanding. 1 5 Answers in this band will show limited sociological knowledge and understanding. Lower in the band, there will be one or two basic quasi-sociological points, with major errors and showing minimal understanding of the question or the material presented. Answers might include: one or two points about topics sociologists might be interested in, or one or two points about methods sociologists might use; or one or two points about a theoretical perspective Higher in the band, there will be a few brief, superficial sociological points, possibly with significant errors or misunderstandings. Answers might include: a few theoretical ideas but without substance, or a thin account of one or two aspects of a research method a thin account of possible factors influencing topic choice and sociological perspective 6 11 Answers in this band will show reasonable sociological knowledge and understanding. Lower in the band, answers will either show descriptive knowledge of a somewhat limited range of material, or a more conceptually detailed account of a narrow range of material. Knowledge of the material may be greater than understanding of its significance to the question. Answers might include: limited descriptive accounts of the features of one or two research methods, or somewhat limited lists of theoretical factors influencing choice of method and/or topic. Higher in the band, knowledge will be somewhat broader and/or deeper and there will be a somewhat more focused understanding of the question, including an attempt to address both methods and topics. However, these may still contain some unfocused material on perspectives and/or methods and/or topics in general. 11 of 27
12 Answers might include: broader accounts that amass descriptions of potentially relevant material, eg more substantial lists of theoretical factors narrower but more conceptually based accounts of theoretical factors Answers in this band will show good sociological knowledge and understanding. They will show a clear understanding of relevant debates and issues surrounding the question of the importance of theoretical factors in sociologists choice of research methods and of topics to investigate. These may include: positivism/interpretivism; reliability; validity; representativeness and generalisation; theoretical perspectives; quantitative and qualitative data; social facts/constructs; hypothetico-deductive method; grounded theory; precedents of previous research; time; cost; researcher skills/characteristics; access; preferences of funding agency; personal/societal values; chance circumstance; informed consent; confidentiality; vulnerability; danger/harm to researcher or participants etc. Lower in the band, answers will show both breadth and depth of knowledge of relevant theoretical and empirical material on the importance of theoretical factors in sociologists choice of research methods and of topics to investigate, although with some imbalances or shortcomings. They will show a sound understanding of important aspects of the question and of issues that these raise. However, some significant aspects may be neglected or given limited attention. Answers might include: conceptually detailed, accurate accounts of the importance of theoretical factors in sociologists choice of research methods but more limited consideration of choice of topic. conceptually detailed, accurate accounts of the importance of theoretical factors in sociologists choice of topic but more limited consideration of choice of research methods. Higher in the band, answers will show a thorough, accurate and conceptually detailed knowledge of a wide range of empirical and theoretical material on the set question and a sophisticated understanding of the question and of the issues that it raises. Answers might include: greater knowledge of the importance of theoretical factors in sociologists choice of research methods and of topics to investigate greater understanding of the relationship between theoretical and methodological issues. 12 of 27
13 Sources may include: Becker; Blumer; Durkheim; Glaser & Strauss; Gouldner; Graham; Oakley; Humphreys; Milgram; Mayo; Tuckett; Weber. etc. Note: Students will be rewarded at all levels for an understanding of the connections between the issues raised by this question and the nature of sociological thought, methods of sociological enquiry and the core themes (socialisation culture and identity, and social differentiation, power and stratification). Note: refer to General Mark Scheme for AO2 marks. 13 of 27
14 Section B Stratification and Differentiation with Theory and Methods Total for this section: 90 marks 0 5 Using material from Item D and elsewhere, assess sociological explanations of the impact of disability on life chances. [21 marks] 0 No relevant points. 1 7 In this band, interpretation, application, analysis and evaluation will be very limited or non-existent, and answers will show only limited knowledge and understanding. Lower in the band, there may be one or two inconsequential quasisociological points about disability, with little understanding of relevant issues, or some material ineffectually recycled from the Item. Higher in the band, answers will show limited, undeveloped sociological knowledge, for example an insubstantial account of a potentially relevant study eg on disability and poverty. Interpretation of material may be simplistic and/or its application may be at a tangent to the question In this band, there will be some appropriate interpretation and application, and some limited analysis and/or evaluation (though lower in the band this will be implicit), and answers will show reasonable knowledge and understanding. Lower in the band, some suitable material will be correctly identified and a broadly accurate if basic account offered of some potentially relevant material on how disability may cause differences in life chances, though application and interpretation to meet the demands of the question may remain implicit. Higher in the band, knowledge and understanding of material will be broader and/or deeper, and the answer will deal explicitly with two or more differences of the impact of disability on life chances. Material will be accurately interpreted but the relevance of its application may not always be made explicit. There will be some limited analysis and/or evaluation, for instance of different types of disability In this band, interpretation, application, analysis and evaluation will be explicit and relevant, and answers will show sound, conceptually detailed knowledge and understanding of sociological material on the impact of disability on life chances drawn from the Item and elsewhere. This will be accurately interpreted and sensitively applied to meet the demands of the question. Concepts and issues such as the following may appear: social exclusion; social stigma; stereotyping; physical disability; Disability Discrimination Act; social class; education; gender; employment patterns; medical and social models of disability; learned helplessness; master status; 14 of 27
15 capitalism etc. Evaluation may be developed, eg by locating the discussion within a debate between perspectives (functionalist; feminist; Weberian; New Right; postmodernist; etc). Lower in the band, application and interpretation may be less selective or evaluation may be less developed and more list-like. Higher in the band, application and interpretation may be more focused and evaluation more thorough, and/or answers may show a clear rationale in the organisation of material leading to a distinct conclusion. Sources may include: Barnes, Finkelstein, Oliver, Oppenheim and Harker, Shakespeare, Goffman etc. 15 of 27
16 0 6 Using material from Item E and elsewhere, assess the view that social class cannot be adequately measured by occupation. [21 marks] 0 No relevant points. 1 7 In this band, interpretation, application, analysis and evaluation will be very limited or non-existent, and answers will show only limited knowledge and understanding. Lower in the band, there may be one or two inconsequential quasisociological points about social class, with little understanding of relevant issues, or some material ineffectually recycled from the Item. Higher in the band, answers will show limited, undeveloped sociological knowledge, for example an insubstantial account of a potentially relevant type of measurement of class, for example the Registrar General s scale. Interpretation of material may be simplistic and/or its application may be at a tangent to the question In this band, there will be some appropriate interpretation and application, and some limited analysis and/or evaluation (though lower in the band this will be implicit), and answers will show reasonable knowledge and understanding. Lower in the band, some suitable material will be correctly identified and a broadly accurate if basic account offered, for example of one or two ways in which social class can be measured, though application and interpretation to meet the demands of the question may remain implicit. Higher in the band, knowledge and understanding of material will be broader and/or deeper, and the answer will begin to deal explicitly with the view that social class cannot be measured by occupation alone. Material will be accurately interpreted but the relevance of its application may not always be made explicit. There will be some limited analysis and/or evaluation, for example of different measures of social class In this band, interpretation, application, analysis and evaluation will be explicit and relevant, and answers will show sound, conceptually detailed knowledge and understanding of sociological material on the view that social class cannot be measured by occupation alone drawn from Item E and elsewhere. This will be accurately interpreted and sensitively applied to meet the demands of the question. Concepts and issues such as the following may appear: ownership of property; Registrar General s scale, standard occupational classification, Hope-Goldthorpe scale; NS-SEC; employment relations; market conditions; underclass; unemployment; wealth; education; lifestyle; life-chances; deskilling; embourgeoisement; proletarianisation; market, status and work situations etc. Evaluation may be developed, e.g. by locating the discussion within a debate between perspectives (functionalist, New Right, Marxist, 16 of 27
17 Weberian etc). Lower in the band, application and interpretation may be less selective or evaluation may be less developed and more list-like. Higher in the band, application and interpretation may be more focused and evaluation more thorough, and/or answers may show a clear rationale in the organisation of material leading to a distinct conclusion. Sources may include: Goldthorpe, Parsons, Davis and Moore, Tumin, Saunders, Marx, Wright, Westergaard etc. 17 of 27
18 0 7 Using material from Item F and elsewhere, assess the strengths and limitations of using structured interviews as a means of investigating women s life chances. [15 marks] 0 No relevant points. 1 5 Answers in this band will show very limited or no interpretation, analysis and evaluation, and will show only limited knowledge and understanding. Lower in the band, there may be one or two insubstantial points about methods in general, or some material ineffectually recycled from the Item or some knowledge relating solely to the issue of investigating women s life chances, with very little or no reference to structured interviews. Higher in the band, answers will show limited, undeveloped sociological knowledge, for example in the form of two or three insubstantial points about structured interviews. Analysis and evaluation will be very limited or non-existent Answers in this band will show reasonable interpretation, application, analysis and/or evaluation, and will show reasonable knowledge and understanding. Lower in the band, answers will present some potentially relevant material, including a broadly accurate (though probably list-like) account of some of the strengths and/or limitations of structured interviews. However, application to the study of stratification and differentiation or to the issue of investigating women s life chances will be very limited or non-existent. Higher in the band, there will be broader and/or deeper knowledge of the strengths and limitations of structured interviews and somewhat more successful application of this knowledge. However, while material will be interpreted accurately, some of it will be applied in a more generalised way or a more restricted way; for example: specific but undeveloped application to investigating women s life chances, or a focus on the research characteristics of women with implicit links to some features of structured interviews, or applying structured interviews to the study of stratification and differentiation in general, not the specifics of studying women s life chances. There will be some limited explicit analysis and/or evaluation In this band, interpretation, application, analysis and evaluation will be explicit and relevant. Answers will show sound, conceptually detailed knowledge and understanding of the strengths and limitations of structured interviews. This will be accurately and sensitively interpreted and applied to the demands of the question. Lower in the band, answers may consider a more limited range of material or may lack focus or structure and evaluation may be less developed. Higher in the band, interpretation and application will be more fully focused and evaluation more thorough. Students will apply a range of relevant strengths and limitations of using structured 18 of 27
19 interviews to the particular research issue of women s life chances. These may include some of the following, and/or other relevant concerns, though answers do not need to include all of these, even for full marks: the research characteristics of potential research subjects: gender socialisation; gender differences between researcher and respondent; impact of social class on life chances; impact of ethnicity on life chances. the research context and settings: access to respondents; sensitivity of topics; choice versus compulsion; domestic power; ideologies of domesticity the political and ethical sensitivity of researching women s life chances: individual perception of life chances. Strengths and limitations of the method: structure prevents drift from topic; easier to analyse than unstructured; overcomes ethical issues of consent; issues of confidentiality; may be distressing for participants; reliability; validity/insight; representativeness; generalisation; theoretical perspective; structured nature may limit flexibility etc. Note: In any mark band, students who make relevant reference to their own research experiences or to sociological studies using the method in the question will be rewarded, when such material is applied appropriately to the set question. 19 of 27
20 0 8 Assess the view that a sociologist s theoretical perspective is the most important factor in their choice both of research methods and of topics to investigate. [33 marks] AO1: Knowledge and Understanding [15 marks] 0 No relevant knowledge or understanding. 1 5 Answers in this band will show limited sociological knowledge and understanding. Lower in the band, there will be one or two basic quasi-sociological points, with major errors and showing minimal understanding of the question or the material presented. Answers might include: one or two points about topics sociologists might be interested in, or one or two points about methods sociologists might use; or one or two points about a theoretical perspective Higher in the band, there will be a few brief, superficial sociological points, possibly with significant errors or misunderstandings. Answers might include: a few theoretical ideas but without substance, or a thin account of one or two aspects of a research method a thin account of possible factors influencing topic choice and sociological perspective 6 11 Answers in this band will show reasonable sociological knowledge and understanding. Lower in the band, answers will either show descriptive knowledge of a somewhat limited range of material, or a more conceptually detailed account of a narrow range of material. Knowledge of the material may be greater than understanding of its significance to the question. Answers might include: limited descriptive accounts of the features of one or two research methods, or somewhat limited lists of theoretical factors influencing choice of method and/or topic. Higher in the band, knowledge will be somewhat broader and/or deeper and there will be a somewhat more focused understanding of the question, including an attempt to address both methods and topics. However, these may still contain some unfocused material on perspectives and/or methods and/or topics in general. 20 of 27
21 Answers might include: broader accounts that amass descriptions of potentially relevant material, eg more substantial lists of theoretical factors narrower but more conceptually based accounts of theoretical factors Answers in this band will show good sociological knowledge and understanding. They will show a clear understanding of relevant debates and issues surrounding the question of the importance of theoretical factors in sociologists choice of research methods and of topics to investigate. These may include: positivism/interpretivism; reliability; validity; representativeness and generalisation; theoretical perspective; quantitative and qualitative data; social facts/constructs; hypothetico-deductive method; grounded theory; precedents of previous research; time; cost; researcher skills/characteristics; access; preferences of funding agency; personal/societal values; chance circumstance; informed consent; confidentiality; vulnerability; danger/harm to researcher or participants etc. Lower in the band, answers will show both breadth and depth of knowledge of relevant theoretical and empirical material on the importance of theoretical factors in sociologists choice of research methods and of topics to investigate, although with some imbalances or shortcomings. They will show a sound understanding of important aspects of the question and of issues that these raise. However, some significant aspects may be neglected or given limited attention. Answers might include: conceptually detailed, accurate accounts of the importance of theoretical factors in sociologists choice of research methods but more limited consideration of choice of topic. conceptually detailed, accurate accounts of the importance of theoretical factors in sociologists choice of topic but more limited consideration of choice of research methods. Higher in the band, answers will show a thorough, accurate and conceptually detailed knowledge of a wide range of empirical and theoretical material on the set question and a sophisticated understanding of the question and of the issues that it raises. Answers might include: greater knowledge of the importance of theoretical factors in sociologists choice of research methods and of topics to investigate greater understanding of the relationship between theoretical and methodological issues. 21 of 27
22 Sources may include: Becker; Blumer; Durkheim; Glaser & Strauss; Gouldner; Graham; Oakley; Humphreys; Milgram; Mayo; Tuckett; Weber. etc. Note: Students will be rewarded at all levels for an understanding of the connections between the issues raised by this question and the nature of sociological thought, methods of sociological enquiry and the core themes (socialisation culture and identity, and social differentiation, power and stratification). Note: refer to General Mark Scheme for AO2 marks. 22 of 27
23 General Mark Scheme AO1: Knowledge and Understanding [15 marks] 0 No knowledge or understanding relevant to the set question. 1 5 Answers in this band will show limited sociological knowledge and understanding. Lower in the band, the answer will be quasi-commonsensical rather than based on sociological knowledge. There will be little evidence that the student has understood either the question or any sociological material offered in response to it. Higher in the band, answers will make a few brief, isolated, superficial sociological points on the topic area, possibly with errors. Students understanding of both the set question and the material presented in response to it will be marginally more explicit and more sociological; however, answers may still contain serious misunderstandings Answers in this band will show reasonable sociological knowledge and understanding. Lower in the band, answers will either show a descriptive knowledge of a somewhat limited range of material, or will present a more conceptually detailed account of a narrow range of material. Knowledge of the material presented may be greater than understanding of the issues raised by the question, and this may be reflected in a tendency to present material on the general topic area rather than on the set question. Higher in the band, answers will show a somewhat broader and/or deeper knowledge, for example by including both theoretical and empirical material or a wider range of sources, and a somewhat more focused understanding of the set question. However, much of the material presented may still be on the topic area in general Answers in this band will show good sociological knowledge and understanding. Lower in the band, answers will show both breadth and depth of knowledge of relevant theoretical and empirical material, although with some imbalances or shortcomings. They will show a sound understanding of important aspects of the question and of the issues that these raise; however, some significant aspects may be neglected or given limited attention. Higher in the band, answers will show a thorough, accurate and conceptually detailed knowledge of a wide range of empirical and theoretical material on the set question and a sophisticated understanding of the question and of the issues that it raises. 23 of 27
24 AO2 (a): Interpretation and Application [9 marks] 0 No interpretation or application skills shown. 1 3 Answers in this band will show limited skills of interpretation and application. Answers are likely to attempt either interpretation or application, may be confused and will have only limited success in answering the set question. A large proportion of the material may be at a tangent to the question set. Lower in the band, interpretation or application of potentially relevant material will be very basic, possibly with significant errors. Higher in the band, interpretation may take the form of a limited, poorly focused account of a study, perspective or idea. Application may for instance take the form of an undeveloped example or a reference to a contemporary event, a related area of sociology or a personal experience. There will be little sociological insight or context. 4 6 Answers in this band will show reasonable skills of interpretation and application. Interpretation of the question will be broadly sociological and there will be a reasonably accurate application of some generally appropriate material, though its relevance to the set question will not always be made explicit. Lower in the band, answers will be more limited. Interpretation of the set question may be limited or generalised. Application may involve listing material from the general topic area with limited regard for the specific issues raised by the question. Higher in the band, answers will show greater sensitivity in interpretation of the set question and greater sociological awareness in the application of material in order to address successfully some of the specific issues that it raises. However, significant parts of the answer may remain generalised. 7 9 Answers in this band will show good skills of interpretation and application in relation to the question set and the material offered in response. Interpretation of the general and specific issues raised by the set question will be appropriate, broad and sociologically informed. A range of appropriate material will be selected, interpreted and applied accurately and with sensitivity and its relevance made explicit. Lower in the band, answers will be somewhat more limited. For example, interpretation of the question may be somewhat partial, or the relevance of some material may remain implicit. Higher in the band, interpretation and application will be thorough, accurate and comprehensive, and answers will show greater sensitivity and sophistication both in the interpretation of the question and in the selection and application of material with which to answer it. 24 of 27
25 AO2 (b): Analysis and Evaluation [9 marks] 0 No relevant analysis or evaluation. 1 3 Answers in this band will show limited skills both of analysis and of evaluation. Throughout this band, skills may be poorly focused on the set question and there may be significant errors or confusions in the attempt to demonstrate them. Some answers may show evidence of one skill only. Lower in the band, answers will show minimal analysis or evaluation. For example, there may be a brief, partial attempt to analyse an argument, or one or two brief evaluative points, possibly amid confusion or error. Higher in the band, there will be some limited analysis and/or evaluation. For example, evaluation may be restricted to two or three criticisms of a study, theory or method, or there may be a limited analysis of an aspect of the answer. 4 6 Answers in this band will show reasonable skills of analysis and/or of evaluation. Throughout this band, one skill may be demonstrated significantly more successfully than the other. Lower in the band, analysis may be partial, for example with significant sections of the answer tending simply to list the material presented. Evaluation may be wholly or largely implicit, and wholly or heavily one-sided. For example, answers may juxtapose different theoretical perspectives, or offer a list of criticisms of a study. Higher in the band, one or both skills will be shown more fully. Analysis will be more explicit, for example with greater discussion of some of the material presented. There will be more explicit evaluation, though much may remain implicit. Evaluation may be both positive and negative, though answers may still be largely one-sided. 7 9 Answers in this band will show good skills both of analysis and of evaluation. Throughout this band, analysis and evaluation will be relevant, well developed and explicit. Lower in the band, analysis and/or evaluation will be somewhat incomplete. For example, evaluation may be rather one-sided, or appropriate inferences may not be drawn from some of the material presented. Higher in the band, analysis and evaluation will be thorough and comprehensive. Evaluation will be balanced as, for example, in recognising that the studies, theories, methods, etc presented have both strengths and weaknesses. Analysis may follow a clear rationale, draw appropriate inferences, and employ a logical ordering of material leading to a distinct conclusion. 25 of 27
26 ASSESSMENT GRIDS FOR A-LEVEL SOCIOLOGY UNIT 4 (SCLY4) Examination Series: June 2015 Crime and Deviance with Theory and Methods ASSESSMENT OBJECTIVES Questions AO1 AO2 Total Sub-Total ASSESSMENT OBJECTIVES Question AO1 AO2 Total (a) * (b) * Sub-Total Total * AO2 (a) = Interpretation and Application * AO2 (b) = Analysis and Evaluation 26 of 27
27 Stratification and Differentiation with Theory and Methods ASSESSMENT OBJECTIVES Questions AO1 AO2 Total Sub-Total ASSESSMENT OBJECTIVES Question AO1 AO2 Total (a) * (b) * Sub-Total Total * AO2 (a) = Interpretation and Application * AO2 (b) = Analysis and Evaluation 27 of 27
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