Why do we skip questions?
1. We don't know how to crack the question
2. You didn't see the question
Put in other reasons as Comments
Emotions Felt and Emotions Displayed
3 weeks ago
Sunday, November 15, 2009
Why do we choose a WRONG option in CAT?
With the threat of Negative Marking looming large on our head, we are very careful while marking answers in CAT. Still, we get some questions answered wrongly. Why?
Here are a few Reasons for marking wrong answers:
1. Students know the concept, but in a hurry they mark the wrong answer.
2. The calculation part took more than 90 seconds and still the student is not sure of two options, marks a fluke and gets the answer wrong
3. The student is working at an extremely high speed and the accuracy falls dramatically
4. The student does not know 5 questions in a row and marks randomly in the next question
5. The student's basic concepts of Grammar, Vocabulary, Formula's are not clear
Reasons abound, think of more and put them as Comments to this post
Here are a few Reasons for marking wrong answers:
1. Students know the concept, but in a hurry they mark the wrong answer.
2. The calculation part took more than 90 seconds and still the student is not sure of two options, marks a fluke and gets the answer wrong
3. The student is working at an extremely high speed and the accuracy falls dramatically
4. The student does not know 5 questions in a row and marks randomly in the next question
5. The student's basic concepts of Grammar, Vocabulary, Formula's are not clear
Reasons abound, think of more and put them as Comments to this post
Reasons for getting an Answer Right in CAT
What makes us mark a correct answer in the mock CAT?
After talking to a lot of students and observing their attempts, I found out that students choose the correct option when:
1. They know the formula (Quant. or DI) or meaning (Vocabulary) and patiently crack the question
2. They are wise in picking up the questions they know they can solve
3. The question is very easy to solve
4. The question came from a topic, whose concept the students have revised twice
5. The question belongs to a series of questions in a Case let, and the students have invested a few precious minutes to crack it
There are plenty of other reasons. Just put them as COMMENTS to this post
After talking to a lot of students and observing their attempts, I found out that students choose the correct option when:
1. They know the formula (Quant. or DI) or meaning (Vocabulary) and patiently crack the question
2. They are wise in picking up the questions they know they can solve
3. The question is very easy to solve
4. The question came from a topic, whose concept the students have revised twice
5. The question belongs to a series of questions in a Case let, and the students have invested a few precious minutes to crack it
There are plenty of other reasons. Just put them as COMMENTS to this post
Saturday, November 14, 2009
Friday, October 30, 2009
Wednesday, October 21, 2009
English Grammar: CAT Questions Answers
CAT Questions Answers: English Grammar by Namrata Arora
Get your own Virtual Classroom
Monday, October 19, 2009
Sunday, October 11, 2009
Tuesday, October 6, 2009
Saturday, October 3, 2009
CAT Questions Answers: Functions
CAT Quantitative: Functions by Prof B L Raina
Get your own Virtual Classroom
Friday, October 2, 2009
Tuesday, September 29, 2009
CAT Question Answers: Algebra
The setting and the form of question paper for CAT-Quant. is not a routine matter, the types of questions and the format keep changing with every session.
There are certain topics like Algebra, Functions and Geometry which are repeatedly tested in the CAT Questions.
Algebra includes Polynomials, Progressions and Inequalities.
Let's pick up Polynomials.
In polynomials the stress is on Quadratics or Quadratic Inequalities.
Consider a Quadratic Polynomial f(x)= a x^2 +b x + c
It represents a Parabolic Curve;
If a> 0, then the Convexity is downwards with minimum value at x = -b/(2a)
If a<0,>Convexity is upwards with maximum value at x = -b/(2a)
Taking D = b^2 -4ac,
(1) If D <>, the polynomial has no real zeroes
(2) If D = 0, the polynomial has two equal zeroes , both equal to -b /(2a)
(3) If D > 0, it has two real and unequal zeroes
This shows the kinds of results from such an equation.
You may put any CAT Questions on Algebra as a comment to this post and get your Doubts clarified
There are certain topics like Algebra, Functions and Geometry which are repeatedly tested in the CAT Questions.
Algebra includes Polynomials, Progressions and Inequalities.
Let's pick up Polynomials.
In polynomials the stress is on Quadratics or Quadratic Inequalities.
Consider a Quadratic Polynomial f(x)= a x^2 +b x + c
It represents a Parabolic Curve;
If a> 0, then the Convexity is downwards with minimum value at x = -b/(2a)
If a<0,>Convexity is upwards with maximum value at x = -b/(2a)
Taking D = b^2 -4ac,
(1) If D <>, the polynomial has no real zeroes
(2) If D = 0, the polynomial has two equal zeroes , both equal to -b /(2a)
(3) If D > 0, it has two real and unequal zeroes
This shows the kinds of results from such an equation.
You may put any CAT Questions on Algebra as a comment to this post and get your Doubts clarified
Sunday, September 27, 2009
CAT Question Answers: Analogies
Tricky as they are, Analogies test the students expertise in Vocabulary and the usage of words.
CAT questions on Analogies entail the test taker to identify the relationship between the given pair of words and choose a pair of words carrying the same relationship, out of five such options.
These relationships could be:
1. one is an EXAMPLE of the other
2. one is a TYPE of the other
3. one is a PART of the other
4. one is a QUALITY of the other
5. one is an INSTRUMENT of the other
6. one is at a LOWER/HIGHER INTENSITY than the other
In simple words, the relation can be defined in terms of WHO, WHAT, WHERE, WHY, WHEN, HOW...
Students use their knowledge of Roots, Prefix and Suffix to crack questions on Analogies.
Try out some more techniques, put your doubts on Analogies as Comment to this post.
CAT questions on Analogies entail the test taker to identify the relationship between the given pair of words and choose a pair of words carrying the same relationship, out of five such options.
These relationships could be:
1. one is an EXAMPLE of the other
2. one is a TYPE of the other
3. one is a PART of the other
4. one is a QUALITY of the other
5. one is an INSTRUMENT of the other
6. one is at a LOWER/HIGHER INTENSITY than the other
In simple words, the relation can be defined in terms of WHO, WHAT, WHERE, WHY, WHEN, HOW...
Students use their knowledge of Roots, Prefix and Suffix to crack questions on Analogies.
Try out some more techniques, put your doubts on Analogies as Comment to this post.
CAT Questions Answers: Sentence Rearrangement
Questions on Sentence Rearrangement in CAT require the students to have a good knowledge of Transitions, Linking Words, Pronouns, Tenses and Sentence Structure.
A typical question on Sentence arrangement consists of an opening and a closing sentence with four other sentences in between which have to be logically arranged. The student has to pick up a grammatically correct sentence arrangement from a set of 5 choices.
All doubts relating to questions on Sentence Rearrangement can be put as comments to this post.
A typical question on Sentence arrangement consists of an opening and a closing sentence with four other sentences in between which have to be logically arranged. The student has to pick up a grammatically correct sentence arrangement from a set of 5 choices.
All doubts relating to questions on Sentence Rearrangement can be put as comments to this post.
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