A-Level Anthropology. ANTH4 Practising Anthropology: Methods and Investigations Final Mark scheme June Version/Stage: v1.

Transcription

1 A-Level Anthropology ANTH4 Practising Anthropology: Methods and Investigations Final Mark scheme 2110 June 2017 Version/Stage: v1.0

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 2017 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 20 mark questions. The following criteria should be applied in conjunction with the 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 anthropological knowledge and skills, the assessment of the Quality of Written Communication will be judged through the assessment of the clarity and appropriateness of the anthropological material presented. For 20 mark questions: 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 anthropological 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 anthropological terms will almost always be spelt correctly. Punctuation and grammar will be used correctly throughout to facilitate the intelligibility of the answer. INDICATIVE CONTENT AND RESEARCH IN THE MARK SCHEMES Please note that any of the indicative content and research that is presented in the mark bands of the higher mark questions may be present in any of the mark bands, not solely the higher band. 3 of 16

4 0 1 Examine some of the ways in which ethnography is different from other research methods. [10 marks] 0 No relevant points. 1-3 Answers in this band will show only limited knowledge and understanding, and show very limited interpretation, application, analysis and evaluation. Lower in the band there may be one or two very insubstantial points about the ways that ethnography is different to other research methods but these will be ineffectually used. There will be minimal or no interpretation, application, analysis and evaluation. Higher in the band answers will present one or two insubstantial points about the ways that ethnography is different to other research methods. There will be very limited interpretation, application, analysis and evaluation. 4-7 Answers in this band will show reasonable knowledge and understanding, and show reasonable interpretation, application, analysis and/or evaluation. Lower in the band material on one or more ways that ethnography is different to other research methods will be presented, and some limited explanation will be offered, for example, that ethnographic knowledge tends to involve knowing a community from the inside. Interpretation, application, analysis and/or evaluation are likely to be limited. Higher in the band material on two or more ways that ethnography is different to other research methods will be presented, and some explanation offered, for example, that the knowledge of the community is gained over a long period of participant observation. Students are likely to make use of specific examples. Interpretation and application will begin to meet the demands of the question. Students may begin to offer some analysis and/or evaluation Answers in this band will show sound and detailed knowledge and understanding of material on two or more ways that ethnography is different to other research methods. The material will be accurately interpreted and applied to the demands of the question. Students will show the ability to organise material and to analyse and/or evaluate it explicitly, so as to produce a coherent and relevant answer. Lower in the band answers may analyse a more limited range of material. Interpretation and application may be less focused, and analysis and/or evaluation less developed. Higher in the band answers will be more detailed and complete, with a wider range of material. Interpretation and application of material will be more focused and answers will show sensitivity in interpretation of the question. Analysis and/or evaluation will be more relevant and explicit. 4 of 16

5 Issues, concepts and theories such as the following, may appear: a definition of what constitutes ethnography how ethnography is carried out, e.g. a prolonged period of fieldwork/participant observation (Malinowski) the role of the anthropologist in writing culture (Clifford and Marcus) that ethnography can preserve a culture, eg anthropologists in Amazonia (Turner), protecting the rights of indigenous people and their ways of life that ethnography might exoticise a culture and increased attention may flow from outsiders as a result, eg Chagnon and the Yanomami (environmentalism) or Lee, Marshall and the San (ethno-tourism) the forms of output of ethnography, such as the written ethnography or ethnographic film, and what they hope to communicate (Yorke) the interpretivist relationship between the observer and the observed, eg Freeman vs Mead about the Samoans (nature vs nurture) or Colin Turnbull on the Ik or the Mbuti (intepretivism) reference to ethical issues related to the production of an ethnography, eg how breaches of them could have a negative impact on the communities being studied (eg Chagnon, Good or Lizot in relation to the Yanomami). However, not all of these are necessary, even for full marks. Students may show interpretation, application, analysis and evaluation by reference to issues such as: comparisons made between ethnography and other research methods analysis and unpacking of concepts, eg what is meant by ethnography application of points to specific examples of the work of anthropologists comparisons made between different kinds of ethnography, eg between ethnographic films and written ethnographies producing an argument for the alternative point of view, eg that ethnography is perhaps not different from other research methods in terms of its aims comparisons made between the work of different anthropologists, eg Malinowski (positivist) vs Geertz (interpretivist) awareness of relevant theoretical perspectives on ethnography and the debates between them, eg emic and etic relevance to question evaluation of theoretical perspectives on ethnography, eg reference to reflexive anthropology evaluation of specific forms of ethnographic knowledge evaluation of the work of specific anthropologists. 5 of 16

6 0 2 Examine some of the ways in which conducting research can result in anthropologists seeing their own culture in new ways. [10 marks] 0 No relevant points. 1-3 Answers in this band will show only limited knowledge and understanding and show very limited interpretation, application, analysis and evaluation. Lower in the band there may be one or two insubstantial points about the ways that anthropology results in anthropologists seeing their own culture in new ways, but these will be ineffectively used. There will be minimal or no interpretation, application, analysis and evaluation. Higher in the band answers will present one or two insubstantial points about the ways that anthropology results in anthropologists seeing their own culture in new ways. There will be very limited interpretation, application, analysis and evaluation. 4-7 Answers in this band will show reasonable knowledge and understanding, and show reasonable interpretation, application, analysis and/or evaluation. Lower in the band material on one or more ways that anthropology results in anthropologists seeing their own culture in new ways will be identified, for example by testing an anthropological theory, and some limited explanation will be offered. Interpretation, application, analysis and/or evaluation are likely to be limited. Higher in the band material on two or more ways that anthropology results in anthropologists seeing their own culture in new ways will be presented and some explanation offered, for example, the role of field blindness in the anthropology of the home. Answers are likely to draw comparisons with other anthropologists work. Interpretation and application will begin to meet the demands of the question. Students may begin to offer some analysis and/or evaluation Answers in this band will show sound and detailed knowledge and understanding of two or more ways that anthropology results in anthropologists seeing their own culture in new ways. The material will be accurately interpreted and applied to the demands of the question. Students will show the ability to organise material and to analyse and/or evaluate it explicitly, so as to produce a coherent and relevant answer. Lower in the band answers may analyse a more limited range of material. Interpretation and application may be less focused, and analysis and/or evaluation less developed. Higher in the band answers will be more detailed and complete with a wider range of material. Interpretation and application of material will be more focused and answers will show sensitivity in interpretation of the question. Analysis and/or evaluation will be more relevant and explicit. 6 of 16

7 Issues, concepts and theories such as the following may appear: anthropology at home is a recognised branch of anthropology, eg Fox on Watching the English an awareness of both emic and etic perspectives, eg one can be both an insider and an outsider in different aspects of one s own culture (Pike, Harris) an awareness of the impact of field blindness and ethnographic dazzle (Fox) might help an anthropologist to see through and beyond these factors knowledge of another culture affecting how one sees one s own culture, eg unity and diversity exoticism being implicit in some anthropological approaches (eg Miner) the use of theoretical perspectives to shed light on elements of the anthropologist s own culture, eg a Marxist analysis of employer-employee relations or different types of capital gained through education (Bourdieu) realising that just as other culture s might perform for the anthropologist, so might one s own any distinction between participant observation and simply living within a culture reflexivity, and whether one has the same self-awareness in relation to social interactions in one s own culture ethical and political issues, such as whether one is limited in one s understanding or ability to document what one witnesses in any way by one s own culture s unwritten rules or taboos the use of positivism and interpretivism, eg is the anthropologist so imbedded in their own culture that they think they can only see it in an interpretivist way? However, not all of these are necessary, even for full marks. Students may show interpretation, application, analysis and evaluation by reference to issues such as: the drawing of comparisons between one s own culture and other cultures, perhaps seeing similarities where there were differences before, eg understanding the similarity between gaining school leaving qualifications in the anthropologist s own culture and passing through a rite of passage to achieve adulthood in another culture, eg Betamarribé scarification (Krutak) application of points to specific examples of the work of anthropologists,eg how Margaret Mead saw teenagers in the United States in light of her studies of Western Samoans analysis and unpacking of concepts, eg what is meant by field blindness comparisons made between different methods, eg comparing deep hanging out (Fox) with questionnaires, as different methods giving different perspectives or kinds of detail or information comparisons made between the work of different anthropologists awareness of relevant theoretical perspectives and the debates between them, eg views on interpretivist and positivist perspectives and how they might affect seeing one s own culture relevance to question, eg focus on studying one s own culture rather than studying culture in general evaluation of theoretical perspectives evaluation of specific research methods evaluation of the work of specific anthropologists, eg anthropologists whohave studied their own culture. 7 of 16

8 0 3 Assess the advantages and disadvantages of a reflexive approach in anthropological research. [20 marks] 0 No relevant points. 1-7 Answers in this band will show only limited interpretation, application, analysis or evaluation, and will show only limited knowledge and understanding. Lower in the band there may be one or two insubstantial points about a reflexive approach in anthropological research with little understanding of relevant issues. Higher in the band answers will show limited, undeveloped knowledge, for example two or three insubstantial points about the advantages and disadvantages of a reflexive approach in anthropological research. Interpretation and application of material may be simplistic, or at a tangent to the question Answers in this band will show some reasonable interpretation, application, analysis and/or evaluation and will show reasonable knowledge and understanding. Lower in the band some potentially relevant material will be presented and a broadly accurate if basic account offered about the advantages and disadvantages of a reflexive approach in anthropological fieldwork, but perhaps without specific examples to support their point of view. Interpretation may be limited and not applied explicitly to the demands of the question. Students may make limited use of anthropological studies in their response. Analysis and/or evaluation are likely to be very limited or non-existent. Higher in the band knowledge and understanding will be broader and/or deeper. The answer will begin to identify a wider range of issues. These could include examples of advantages and disadvantages of a reflexive approach in anthropological fieldwork with some relation to anthropological studies. Answers may provide more detail about these approaches. Material will be accurately interpreted, though its relevance may not always be made explicit. There will be some limited explicit analysis and/or evaluation In this band, analysis and evaluation will be explicit and relevant, and answers will show sound and detailed knowledge and understanding of the advantages and disadvantages of a reflexive approach in anthropological fieldwork. These will be accurately interpreted and applied to the demands of the question. Students will show the ability to organise material and to analyse and evaluate it explicitly so as to produce a coherent and relevant answer. Lower in the band answers may examine a more limited range of material. Interpretation and application may be less focused, and analysis and/or evaluation less developed. Answers will show some organisation but the conclusion may be less developed or partially supported by the body of the essay. Higher in the band answers will be more detailed and complete with a wider range of material. Interpretation and application of material will be more focused and answers will show sensitivity in interpretation of the question. Analysis and/or evaluation will be more relevant and explicit. Answers will show a clear rationale of material leading to a distinct conclusion, and/or may show a clear rationale in the organisation of material leading to a distinct conclusion. 8 of 16

9 Issues, concepts and theories such as the following may appear: definition of reflecting, eg self-consciousness or awareness of the role of the researcher in the research process - may define the concept reflexivity helps the researcher adopt a more ethical approach, eg. being aware of the impact the researcher may have on the lives of the researchers or becoming more sensitive to the needs and interests of the research participants helps to gain more accurate data, eg being aware of how one s own biases may affect the interpretation of results helps to gain insights into the subjective nature of knowledge production, eg the role of power leads to attention being paid to the interactional processes and the interdependence of fieldworker and research participants (Rabinow) exposes the power relationship between fieldworker and research participant acknowledges fieldworker s own role (Barley) gives the future reader of the ethnography a way of evaluating the findings of the researcher being reflexive may distract the researcher from the intended focus of the research knowing where reflexivity should begin and end it seems a potentially endless approach risk of egocentrism in the research and of more focus on the researcher than the researched the question of whether two reflexive approaches are at all comparable and thus their respective utility knowledge of specific examples to illustrate the points made. However, not all of these are necessary, even for full marks. Students may show interpretation, application, analysis and evaluation by reference to issues such as: application of points to specific examples of the work of anthropologists analysis and unpacking of concepts, eg emic/etic, objective/subjective comparisons made between different methods comparisons made between the work of different anthropologists, eg the contrast between Malinowski and Weiner in their approach to research amongst the Trobriand Islanders awareness of relevant theoretical perspectives on methodology and the debates between them, eg scientific, interpretivist, Marxist, feminist, postmodern, eg the debate between Chagnon and others over the relationship of science to anthropological research relevance to question, eg on reflexivity rather than the problems of subjectivity or power relations in general evaluation of theoretical perspectives on methodology evaluation of specific research methods evaluation of the work of specific anthropologists, eg feminist critique of male researchers who aren t aware of a gender bias. 9 of 16

10 0 4 Explain some of the ways in which your research setting affected your personal investigation. [10 marks] 0 No relevant points. 1-3 Answers in this band will show a limited description of the research setting with a limited or no attempt to explain how it affected the personal investigation. Lower in the band there may be limited description of the research setting with no attempt to explain how it affected the personal investigation. Higher in the band there may be more detailed description of the research setting with a limited attempt to explain how it affected the personal investigation. 4-7 Answers in this band will show a reasonable explanation of the ways the research setting affected the personal investigation with specific reference to the investigation. Lower in the band this may be confined to a competent if basic explanation of the ways the research setting affected the personal investigation. There will be reference to the personal investigation and mention of the relevance of the research setting. Higher in the band answers will present a more in-depth explanation of the ways the research setting affected the personal investigation. The reference to the personal investigation will be more detailed and students might make reference to anthropologists who have studied similar field sites in their research Answers in this band will show sound and detailed knowledge and understanding of the ways the research setting affected the personal investigation, eg demonstrating the suitability of the setting to the choice of personal investigation. Students will show the ability to organise material and to analyse and/or evaluate it explicitly, so as to produce a coherent and relevant answer. Lower in the band answers may analyse a more limited range of material. The answer will refer closely to the nature of the investigation. Higher in the band answers will be more detailed and complete. Explanations will be supported by precise and specific references to the investigation. Answers may demonstrate: awareness of the nature of the research the student carried out, eganthropology of the home, anthropology of the environment, anthropology of body modification, and the relevance of the setting to the personal investigation the relative merits of this research setting compared to others that were considered awareness of the problems anthropologists can experience when accessing a field site, eg access, and how a certain method may help them overcome these, eg truthfulness, gaining informed consent and having an overt approach difficulties caused by the research setting, eg age restrictions or gender taboos comparison between the research setting and those of other anthropologists 10 of 16

11 relevance to the question: a focus on explaining how the research setting affected their personal investigation rather than just simply describing it, eg how did it affect frequency of access how the research setting led to certain methods being used, eg participant observation, structured, semi-structured or unstructured interviews, deep hanging out (Fox), questionnaires, surveys, audio recording, ethnographic filming. However, not all of these are necessary, even for full marks. Students will be rewarded at all levels for an understanding of the connections between the issues raised by this question and different elements of the subject; anthropological concepts and theories; methods of enquiry; ethnography and substantive social and cultural issues. 11 of 16

12 0 5 Explain how your personal investigation helped you learn more about the topic of your research. [20 marks] 0 No relevant points. 1-7 Answers in this band will show only limited knowledge and understanding of how the personal investigation helped them learn more about the topic of their research. There will be only limited interpretation, application, analysis and/or evaluation. Lower in the band answers will present one or two very insubstantial points about how the personal investigation helped them learn more about the topic of their research with little reference to the personal investigation. Higher in the band answers will present two or three insubstantial points about how the personal investigation helped them learn more about the topic of their research. For example, answers may describe a theory or ethnography considered or their findings but make little attempt to relate these to the question. There may be no identification of the topic of their research. Interpretation and application of material may be simplistic or at a tangent to the question Answers in this band will show reasonable knowledge and understanding of how the personal investigation helped them learn more about the topic of their research and will examine this with specific reference to the details of the personal investigation. There will be some reasonable interpretation, application, analysis and/or evaluation. Lower in the band answers will offer a basic examination of how the personal investigation helped them learn more about the topic of their research, for example a simplistic account of ethnographies or theories they used or their findings, with how these contributed to the knowledge gained about their topic being left more implicit. There may be some identification of the topic of their research. Interpretation, application, analysis and/or evaluation are likely to be limited. Higher in the band answers will offer a fuller examination of how the personal investigation helped them learn more about the topic of their research, for example, explaining their findings or how a particular ethnography or theory gave meaning to the data in the personal investigation and what this taught them about their topic. The references to the investigation will be more detailed. There will be more developed interpretation, application, analysis and/or evaluation Answers in this band will show sound and detailed knowledge and understanding of how the personal investigation helped them learn more about the topic of their research. Students will show the ability to organise material and to analyse and/or evaluate it explicitly so as to produce a coherent and relevant answer. Lower in the band answers may analyse a more limited range of material. The answer will refer closely to the nature of the investigation, but the link between what they learned about their topic and the personal investigation will be less explicit. Higher in the band answers will be more detailed and complete. Explanations will be supported by precise and specific references to the investigation and the links between what they learned about their topic and the personal investigation will be made fully explicit. 12 of 16

13 Answers may demonstrate: a detailed ethnographic description of the student s findings where the student s particular topic fits in within wider areas of anthropological research how any theories used to test the empirical data that the student gathered as part of their personal investigation led to knowledge about the topic of the personal investigation, ie were other people s findings confirmed or rejected how theoretical models that the student applied to their data, eg a Marxist analysis, helped add to the student s knowledge of the topic ethnographies that taught the student more about their particular issue oranthropological topic or theme ethnographies that are used to contrast with the empirical data that the student gathered and how this comparison added to their knowledge of the topic ethnographies that taught the candidate method(s) that might be suitable for their topic of research particular theoretical approaches or ethnographies that are central to the topic considered, eg cultural ecology (Steward) in relation to humans relationship with their environment what the experience of carrying out their personal investigation taught them about the topic of their research, eg that access to a certain type of community can be difficult to obtain what their personal investigation has taught them about methodological theories, such as positivism, interpretivism and postmodernism the nature of anthropology as a comparative subject noting relationships with other areas of anthropology. However, not all of these are necessary, even for full marks. Students will be rewarded at all levels for an understanding of the connections between the issues raised by this question and different elements of the subject; anthropological concepts and theories; methods of enquiry; ethnography and substantive social and cultural issues. 13 of 16

14 0 6 Examine what you might have done differently in your personal investigation and make recommendations for further research. [20 marks] 0 No relevant points. 1-7 Answers in this band will show only a limited knowledge and understanding of what the student might have done differently and recommendations for further research. There will be only limited interpretation, application, analysis or evaluation. Lower in the band answers will present one or two very insubstantial points about what the student might have done differently and recommendations for further research. Higher in the band answers will present two or three insubstantial points about what the student might have done differently and recommendations for further research, however these suggestions will not be linked to evidence from the personal investigation. Interpretation and application may be simplistic, or at a tangent to the question Answers in this band will show reasonable knowledge and understanding of what the student might have done differently and recommendations for further research and will examine these with specific reference to the details of the personal investigation. There will be some reasonable interpretation, application, analysis and/or evaluation. Lower in the band answers will offer a basic account of what the student might have done differently and recommendations for further research and will present some discussion or evidence to support what the candidate says. There will be references to the personal investigation, but lacking in detail. Interpretation, application, analysis and/or evaluation are likely to be limited. Higher in the band answers will offer a fuller account of what the student might have done differently and recommendations for further research, with specific evidence to support the candidate s position. The references to the investigation will be more detailed and comparisons might be drawn with the work of other anthropologists. There will be more developed interpretation, application, analysis and/or evaluation Answers in this band will show sound and detailed knowledge and understanding of what the student might have done differently and recommendations for further research, fully supported by evidence taken from the investigation. Students will show the ability to organise material and to analyse and/or evaluate it explicitly, so as to produce a coherent and relevant answer. Lower in the band answers may analyse a more limited range of material. The answer will refer closely to the nature of the investigation. Higher in the band answers will be more detailed and complete. Explanations will be supported by precise and specific references to the investigation. 14 of 16

15 Answers may demonstrate: awareness of the difference between the initial aims of the investigation and what might have been more realistic aims in light of the data gathered understanding how unexpected findings might link to future research acknowledgment of the need to adapt an investigation as empirical evidence comes to light reflections on the scope of the personal investigation, eg the scope of the research was too narrow or the scope was too broad such that it was difficult to make sense of the data awareness of different theoretical perspectives that might have been considered awareness of the relationship between the conclusions drawn and the initial aims, eg different aims may have led to different conclusions, eg the use of a different theoretical approach (Marxism, feminism) reference to specific research methods that might have been used and how methods might have influenced the relative success of the study, eg long term participant observation may have led to different results, so an alternative method is suggested the link between the extent to which the initial aims of the investigation were met and the potential for further research, eg the findings of the personal investigation were inconclusive or partially conclusive leaving the potential for future study reference to specific examples from the research that warrant future investigation comparison between their research and the work of other anthropologists, eg which other anthropologists work could have been compared to the findings of their study, in addition to those already considered further possible research recommendations, such as different locations, a different angle on the same topic, eg looking at different forms of body modification rather than just tattoos, the same topic but different social groups, eg the potential for different results among different genders awareness of the importance of reflexivity in anthropology and an understanding of issues that may have affected the relative success of the candidate s investigation, eg objectivity vs subjectivity. However, not all of these are necessary, even for full marks. Students will be rewarded at all levels for an understanding of the connections between the issues raised by this question and different elements of the subject; anthropological concepts and theories; methods of enquiry; ethnography and substantive social and cultural issues. 15 of 16

16 ASSESSMENT GRIDS FOR A-LEVEL ANTHROPOLOGY UNIT 4 (ANTH4) Examination Series: June 2017 Section A ASSESSMENT OBJECTIVES Questions AO1 AO2 Total Total Section B ASSESSMENT OBJECTIVES Questions AO1 AO2 Total Total Paper Total Converting Marks into UMS marks Convert raw marks into Uniform Mark Scale (UMS) marks by using the link below. UMS conversion calculator 16 of 16