2014 Free Response Scoring Guidelines.pdf

2014 Free Response Scoring Guidelines.pdf - AP® PSYCHOLOGY...

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Unformatted text preview: AP® PSYCHOLOGY 2014 SCORING GUIDELINES Question 1 General Considerations 1. Answers must be presented in sentences, and sentences must be cogent enough for the student's meaning to come through. Spelling and grammatical mistakes do not reduce a student’s score, but spelling must be close enough so that the reader is convinced of the word. 2. Do not score students' notes made on the question section of the booklet. Score only what has been written in the blanks provided in the booklet. 3. Within a point, a student will not be penalized for misinionnatloln unless it hirectly contradicts correct information that would otherwise have scored a point. 4. A student can score points oniy if the student clearly conveys what part of the question is being nswered. For example. it is possible to infer the part of the question being answered if it is onsistent with the order of the question. 5. Rubric examples provided for each point are not to be considered exhaustive. Point 1: Describe the levels of the independent variable. A. To earn this point, the student must identify the high power RND [the low power condition, OR B. The student must describe the levels as recalling a time when the participant had power over someone else AND a time when another person had power over them. Point 2: Describe how the researchers measured the de endent variable. A. To earn this point. the student must state that the dependent variable is measured by the [height of the participant's visual representation (e.g., the electronic graphical image, an avatar, image, or figure). B. The student must lie clearly referring to a visual image, not self-concept. Examples: [20 not score "bigger” or ”size” as it may not refer to height. 0 not score “perception of height" because there must be a reference to the participant's visual epresentation. © 2014 The College Board. [Visit the College Board on the Web: wumcollegeboardorg. AP® PSYCHOLOGY 2014 SCORING GUIDELINES puestion 1 (continued) Point 3: Create a bar ra h illustratin the results of the stud . A. [To earn this point the student must correctly plot the means, 6 and 4. Examples: FUD 1120 not score if the Student draws more than 2 bars, Eunless there are two additional bars that are explicitly graphing the standard deviation (1.5, 1). Do not score hf the student labels low-[power condition as 6 and high-power condition as 4. © 2014 The College Board. [Visit the College Board on the Web: www.collegeboardnrg, AP® PSYCHOLOGY 2014 SCORING GUIDELINES Question 1 (continued) Point 4: Correctly label each axis. A. To earn this point, the student must label the X axis as the IV 0R power (high, low) and the Y axis as the DV OR height. Examples: HEIGHT % o HEIGHT 3 DV Q R DV 9}; self-image self—image HIGH LOW POWERQJ; Iv 20 not score “size" on the Y axis because size may not be refexiing to height. © 2014 The College Board. {Visit the College Board on the Web: www.collegeboardorg, AP® PSYCHOLOGY 2014 SCORING GUIDELINES Question 1 (continued) Point 5: Ex lain wh the researchers can conclude that there is a cause-' ndveffect relationshi between the inde endent and de endent variables. A. The student can earn this point by indicating that participants were randomly assigned OR B. [The student identities this study as an experiment OR C. The student states specifically that the researcher manipulated the independent variable (power condition} in the study. Note: Any description of what the researcher did without explicitly using the term "manipulation" will not score. [Examples E30 not score if the student only uses the results of the study as the demonstration of cause and ffect. [120 not score “random selection. " Point 6: Ex lain what statistical si nificance means in the context of the stud . A. To earn this point the student must explain that if the results of this study are statistically [significant then the results are not likely to have occurred by chance (are not random), OR B. That there is a high probability that the independent variable caused changes in the [dependent variable. Examples: [Score "The results are not due to chance." [_)0 not score “it is due to the IV" because the student is not referring to chance. © 2014 The College Board. [Visit the College Board on the Web: www.collegeboardcrg, AP® PSYCHOLOGY 2014 SCORING GUIDELINES Duestion 1 (continued) Point 7: Explain why debriefing would be necessary in the study. A. To earn this point the student must explain that debriefing is necessary because deception was used in the study OR B. The student must describe the deception as ”participants believing they were participating in a business simulation" or “participants were not told that researchers were actually measuring self-image” .OR C. lI'he student must explain that debriefing minimizes any negative impact on the participants of the power conditions. Examples: Do not score synonyms for deception (eg, "lied. ” "lrnisied"} without a description of the deception (is, “believing they were participating in a business simulation" or “not told that researchers were actually measuring self-image"). [Do not score ”participants were not told the true purpose of the study" without a description of the deception (i.e., “lbelieving they were participating in a business simulation" or “not told that researchers were actually measuring self—image"). [Do not score a general explanation that "experimenters mush: debrief after a study" or that “ethical guidelines require debriefing" without referring to deception or the negative impact of being assigned to one of the power conditions. Do not score answers that only provide justifications for using deception. © 2014 The College Board IVisit the College Board on the Web: www.collegeboardorg. ...
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