Tom Coster – Psychology

Tag: examinations

  • Moving from research studies to real-world examples

    One of the most noticeable shifts in the new course is the emphasis in assessment on examples rather than memorised research studies. In Paper 1, Section A, those short 10-minute questions are marked against just two descriptors:

    1. The response demonstrates detailed knowledge relevant to the question.
    2. The example is relevant and explained.

    Note that word — example — not research study. In fact, the only time assessment criteria explicitly require reference to a research study is when it’s mentioned in the question itself (Paper 2, Section B).

    Over the years, I’ve enjoyed teaching the finer details of Henri Molaison (Scoville & Milner), Baby Albert (Watson & Rayner), Milgram, Odden & Rochat, Caspi et al… These classic studies are fascinating and still worth knowing, but the new Guide is clear: it’s example, not studies.

    Research will always be a valid and robust part of a Psychology course.

    Students often memorise outlines of these studies and then regurgitate them in the exam. That’s not the same as demonstrating real knowledge and understanding.

    This isn’t to say we should stop teaching research studies — I certainly won’t. I’ll continue to speak lovingly of the Dunedin Study, the HM case, and several others. But students and I won’t be getting anxious about memorising the number of participants in the HM case study (eh hem, that’s a little psychology research joke there), or the nationality of Dunedin Study participants, or the socioeconomic status of Kahneman and Tversky’s samples. We can still use research studies — and we should — but students won’t have to memorise the details.

    The real focus is transfer of knowledge. Taking Social Identity Theory and applying it to a bullying case in a school or an international conflict. Using Social Learning Theory to describe how a public health campaign could reduce teenage alcohol consumption. Even if the example is fictional, applying the theory to a fresh, unseen situation shows depth of understanding far better than rattling off participant numbers and procedure details.

    This shift isn’t about discarding research — it’s about using it. The research is the foundation. But in assessment, it’s the bridge from theory to application that earns top marks. And that’s a far better reflection of what it means to understand psychology.

    Discuss the role of Social Identity Theory in explaining a conflict.

  • Want to improve your students’ IB Diploma results?

    As DP Coordinators and teachers pore over this year’s IB Diploma results, now is the time to think not just about content delivery, but on how your students are learning. The key to improving your school’s performance probably isn’t more revision sessions, tougher mock exam marking, greater intensity with internal assessments or even more teacher training…, the key to success in school is much more likely to be a shift in student mindset, habits, and engagement.

    IB Diploma Psychology – Success at high school or college, written by a teacher with 30+ years of experience, offers exactly that: a practical, common-sense guide to helping students become more disciplined, proactive, and resilient—qualities that consistently lead to stronger academic outcomes in school and beyond.

    Unlike quick-fix test strategies, this book provides a blueprint for long-term success: attending every class, managing time effectively, building positive relationships with teachers, and understanding how learning actually works. It’s simple, clear, and designed to be implemented now—not in theory, but in everyday student life. This book is practical – and it’s written for and to your students.

    If you’re serious about lifting your students’ IB Diploma results in 2026 and beyond, make this book part of your school’s toolkit. It may be the most powerful change you make this year.

  • How to answer the exam questions

    How to answer the exam questions

    We’re excited to share a new (and free) resource created to support teachers and students in the new IB Diploma Psychology course: “How to answer exam questions.”

    How to answer exam questionsDownload

    This document will demystify the exam requirements across Papers 1, 2, and 3. It provides clear, structured guidance on how to approach every question.

    • Step-by-step structures for each question
    • Tips for content selection and writing focus

    The document is provided in Word format so you can copy and edit it to suit your purposes or share it directly with your students. A suggested use: Give a copy to students when they are doing practice exams so they can see exactly how to structure their responses.

    We hope this document helps make exam preparation a little smoother for everyone. Feel free to share it with colleagues.

    If you’re looking for even more comprehensive support, check out our book IB Diploma Psychology – Ten Mock Examinations with Model Answers. It includes TEN full mock exams (Papers 1, 2, and 3) complete with high-scoring sample responses for every question. Use it to plan your mocks, guide student revision, and sharpen your understanding of exactly what to teach for exam success.

  • Ten complete exam papers with high-scoring sample responses

    Real answers to your IBDP Psychology exam questions

    Struggling to figure out how much students need to write to get full marks?
    Wondering whether research studies are essential in exam answers?
    Curious how the new Class Practicals actually relate to the Paper 3 questions?

    You’re not alone—and now, you don’t have to guess because here’s an essential resource for the new IBDP Psychology course: A book of TEN complete exams (Standard and Higher Level), complete with high-scoring sample responses for every paper. TEN separate exam papers – use them for  exam preparation lessons and for your end of year practice/mock exams.

    This is the guide every teacher and student has been waiting for.

    • Detailed examples of full-mark answers—so students know exactly what ‘excellent’ looks like.
    • Clear guidance on how much to write, how to structure responses, and what the examiners expect.
    • Smart insights into whether and how to use research studies in your answers.
    • A clear link between the Class Practicals and how they prepare students for the demands of Paper 3.

    Whether you’re teaching the course or preparing to sit the exam, this book takes the mystery out of assessment and replaces it with confidence, clarity, and results.

    Tom Coster’s Ten Exams for IBDP Psychology is your ultimate companion for success in the new syllabus.

  • IB Psychology Examinations

    Preparing students for the IB Diploma Psychology exam can be a challenge, but IB Diploma Psychology: Ten Mock Examinations by Tom Coster is the essential resource to ensure success. This book provides ten meticulously designed mock exams that mirror the structure, difficulty, and content of the real IB assessments, offering students the most authentic practice experience possible.

    Teachers will appreciate how this resource aligns with the IB Psychology Subject Guide and Teacher Support Material, making it a perfect companion for classroom revision. With realistic time allocations, model answers, and success strategies, students gain valuable insights into exam techniques, structuring high-quality responses, and integrating research evidence effectively.

    By using this book, teachers can provide their students with practical, targeted preparation, helping them approach the exams with confidence. With comprehensive syllabus coverage and expert guidance, this resource is the key to maximizing student achievement in IB Psychology.