Question
Mary is conducting a case study on a boy diagnosed with an autistic spectrum disorder. He produces many detailed doodles and Mary wants to learn about him and his doodling.
(a) Describe how Mary could conduct a case study of doodling in a boy diagnosed with an autistic spectrum disorder.
Do not describe sampling technique or ethical issues/guidelines in your answer.
…… [10]
(b) (i) Explain how one feature of the procedure you described in part (a) helps to make the study valid.
Do not refer to sampling or ethics in your answer.
…… [2]
(ii) Suggest one way to improve the reliability of the procedure you described in part (a).
Justify your answer.
Do not refer to sampling or ethics in your answer.
…… [2]
Mark scheme
10 Mary is conducting a case study on a boy diagnosed with an autistic spectrum disorder. He produces many detailed
doodles and Mary wants to learn about him and his doodling.
10(a) Describe how Mary could conduct a case study of 10 To mark Q10a, create four ‘imaginary columns’ down one
doodling in a boy diagnosed with an autistic spectrum margin, using one column for each of the four required
disorder. features. Tick each feature (tick-a, tick-b, tick-c, tick-d)
when it appears, then underline the letter ( ) for detail.
Do not describe sampling technique or ethical issues /
guidelines in your answer. Use L1, L2, L3, L4, L5 at the end of the response to indicate
the level.
The four required features for this case study are:
Use the table below to mark candidate responses to this
(a) details about the participant / unit (ASD / male, age, question.
how found, other info e.g. diagnosis, parents,
Level The response:
teachers, P background)
Level 5 has all the required features, all with
(b) content of information collected: (e.g. depth / detail: 9–10 marks detail, with mostly appropriate
e.g. types of doodles, frequency, e.g. associate with
terminology.
emotions / being with friends/being outdoors, examples
AND
of rating scales etc etc.)
clearly applies knowledge of
methodology involved in planning
(c) two or more techniques for data collection
this investigation.
(observation, interview him, interview, use rating scales
parents/teachers – at least two)
Level 4 has all the required features, but
7–8 marks only some of these with detail, with
(d) analysis / interpretation / triangulation: (description
some appropriate terminology.
of how data used: qualitative and/or quantitative;
AND
triangulation – making sure the sources agree to be
confident in the conclusion. Note: this is not about applies knowledge of methodology
reliability) involved in planning this
investigation.
10(a)
Level 3 has some of the required features
5–6 marks with detail / all of the required
features with no detail, and some
appropriate terminology.
AND
applies a basic knowledge of
methodology involved in planning
this investigation.
Level 2 has at least two of the required
3–4 marks features, with little appropriate
terminology.
AND
attempts to use knowledge of
methodology involved in planning
this investigation.
Level 1 has one of the required features and
1–2 marks uses little appropriate terminology.
AND
makes a limited attempt to use
knowledge of methodology involved
in planning this investigation, e.g.
may not use the method required by
the question.
0 marks No creditable response.
Other appropriate responses should also be credited.
10(b)(i) Explain how one feature of the procedure you described 2 Identification of helpful part for validity = 1
in part (a) helps to make the study valid.
explanation (generic or linked) = 1
Do not refer to sampling or ethics in your answer.
Part of procedure may relate to:
operationalisation
situational / participant variables factors
controls
design / counterbalancing
Accept other practical influences on validity.
10(b)(ii) Suggest one way to improve the reliability of the 2 Suggestion for improvement of reliability = 1 (linked to (b)(i))
procedure you described in part (a). Justify your Justification = 1 (linked or generic)
answer.
Do not refer to sampling or ethics in your answer.
Part of procedure may relate to:
standardisation
consistency within and between raters (reliability).
Accept other practical influences on reliability.