Showing posts with label IIM. Show all posts
Showing posts with label IIM. Show all posts

Friday, March 14, 2014

Dynamics of computer-based tests


When open ended questions ruled the world of educational testing, the test faced immense criticism for its subjectivity, after-all the evaluator’s biases were too obvious to be ignored. Though there is no replacement for open ended questions ( the reason why they are still  the best bet for knowledge assessment at school and  college),  a new era of objective  multiple-choice questions( MCQs), affordable for testing a large number of students, found their place at different levels .   Though reasonably reliable, MCQs are not fool-proof either, with their posing a two-way challenge-  the chances of guess and the failure to test certain thinking  skills if they  are relevant to be tested. Unlike open- ended questions, MCQs cannot test creativity, self-expression or a respondent’s thinking process.  As an antidote to the ‘guess’ factor, many MCQ format tests come with negative marking.

The emerging computer- based tests( CBTs)
The emergence of computer as a medium of testing, especially in aptitude testing involving large numbers, has opened up many possibilities. With revolutionary software, we can present multiple format questions, adapt test to the test taker’s ability, reduce chances of guessing, evaluate essay responses, equate scores on different
tests.

The CAT CBT
The Common Admission Test conducted by the IIMs for admissions into IIMs and many other MBA colleges is now administered on computer ( this year the test will be administered from Oct 16th  to Nov 11th).   In the previous year, the test had two sections, with a time-limit of 70 minutes per section. The quantitative ability and data interpretation formed one section, and verbal ability and logical reasoning constituted the other. The test permits you to go back and forth with in a section, skip questions for later attempt, and  work on any question within a section. The second section will appear only after the time limit for the first section is up. All questions are in the multiple-choice format. There are scroll bars to view data spread across more than one screen and you can highlight text. A review screen will show if you have left any question unanswered. Negative marks for wrong answers serve as penalty.  
Statistical procedures, conforming to psychological testing standards,  are used to equate scores of different test takers who take different combinations of questions, drawn from a large pool.

The GRE, Section adaptive
The Graduate Record Examination conducted globally by Educational Testing Services USA, for admission into MS, PhD and business courses, had introduced a new computer test format in 2011. The test has three sections -  an essay section with two topic prompts, a quantitative ability section with two sub-sections  and  a verbal reasoning section with two sub sections. Not all questions in the math and verbal are in the conventional multiple choice format. For some questions, you are required to enter a numerical value, click on one or  correct answers, or highlight a sentence in a passage etc. As in  the CAT exam, you can move forward and backward with in a section(here sub-section), answer questions in any order, or skip a question. An online calculator is peculiar to to facilitate calculations.

A unique feature of the GRE is that the test is section adaptive. The first subsection of each of math and verbal comprises moderately difficult questions. Your performance in this section determines the difficulty level of the questions in the second sub-section presented to you. This means that a good performance in the first sub-section will result in a tougher second subsection, raising your chances of a higher score. The essays are graded two ways – language assessment using an e-rater and content evaluation manually by essay evaluators. The GRE test has evolved so much that scores on the paper- based test and those of the computer-based test are equated.

The GMAT, Question adaptive
The Graduate Management Admission Test, administered by GMAC USA, is one step ahead of the CAT and the GRE, in its format. In addition to the essay, quantitative and verbal sections you have a new integrated reasoning( IR) section. A vast majority of test takers find the verbal section of the test more complex and demanding than that of the other two exams  discussed above. The passages are abstract,  sentence correction questions tests the intricacies of English language and critical reasoning tests higher order thinking skills.  The integrated reasoning tests your ability to analyse, integrate and evaluate data presented in multiple format. In the IR section, you can drag columns and rearrange data.
Unlike section-adaptive GRE, the GMAT is question adaptive. That is, depending on your performance in a  given question, the  weight age of the next question will be determined. Hence you cannot skip a question, neither can you go back to a question. Each section is separately adaptive. There is no score deduction  for unanswered questions;  instead a cluster of wrong answers will invite lower weightage questions.
With each admission test posing a new set of challenges, test aspirants must adapt to the changing dynamics of competitive exams. The scores of CAT and other Indian exams are valid only for that year, where as the GRE and GMAT scores care valid for 3-5 years. Since these exams test more or less similar skills, many  MBA colleges in India take GMAT or GRE scores. Though there are overlaps in preparation, extra bit of learning will give you more options.

Contributed by Dr. Vijayakumari
GRE, GMAT trainer at semantics Chennai
Email: vijaya@semanticslearning.com

Friday, October 21, 2011

GMAT sentence correction tips

GMAT sentence correction tip

check each sentence for semantics( meaning conveyed) and syntax( the grammatical structure and conformity).
syntax is altered to convey the meaning aptly, not the other way around.

in addition to these two, terseness is important- being economical with words
caution: if being terse, ie reducing words, lead to ambiguity, length is welcome.
here are two eg.

eg. 1.
ambiguous: Piaget noted that in children a repertoire of skills is acquired during preschool period and need further
strengthening through organized learning experienced at school.

what needs strengthening is ambiguous, so we need to repeat some words

Piaget noted that in children a repertoire of skills is acquired during preschool period and these skills need further
strengthening through organized learning experienced at school.


eg 2- a wordy sentence
The houses were mostly well built in construction, but the interior furnishing within the house left much
to be desired.
economical
the houses were mostly well- built, but the interiors left much to be desired.

Thursday, July 22, 2010

11% jump in Salaries, offsets 5% jump in fee @ ISB

Global MBA giant ISB Hyderabad achieves yet another feat - 33% increase in the number of jobs offered. (Are firms looking at for high profile MBAs to make the green shoots to grow faster?) The intake also increases to 580 -570, 460 the last and previous year respectively- 19 lakh fee for a 1 year course (of course you can get return on investment in less than a year) It makes sense for global MBA seeking execs to head right to Hyderabad as well as Mohali (very soon a ISB campus there) with India opening up for foreign universities, with top notch professors returning to India, one can look beyond IIMs to walk slowly and steadily into the rooms with a view! phew!



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Wednesday, October 28, 2009

Analyzing GMAT math problems using the Science of Thinking(ScoT) approach

The first step in the problem solving process is problem analysis. Problem analysis comprises
  • Problem Definition
  • Solution length
  • Problem length
  • Constraints and conditions

Let me explain the process of classification of problem based on their definition now.

Problems can be classified as a poorly defined or a well defined problem.

A well defined problem everything relevant and required is clearly specified, without any ambiguity or uncertainty, such that a solution, even if it involves complex calculations can be arrived at with accuracy. You can predict the path to take or steps required to solve the problem.

A poorly defined problem much of the data & relationships are hidden or not clear.

Lets take a poorly defined problem.

A says to B: I will be three times as old as you were when I was five years older than you are. I am 5/4th as old as you will be and then you will realize that you will be double the age you were. If the sum of the future ages of A and B is 50, what are their present ages?

The data present in the above question is cryptic. The interpretation of this problem lies in your ability to attach meaning to the verb tense.

To analyze the above problem you have to represent the problem diagrammatically to understand the relationship between the variables.

Try creating a table with the past ages, present ages and future ages as the columns. Given below is a simplified version of the table.






More ScoT approaches follow this link..
http://www.semanticslearning.com/gmat-l3-method.asp


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