How to Crack CET ?
CET PATTERN AND DISTRIBUTION OF MARKS
The Entrance exam is of 150 minutes duration consisting of 200 objective type questions. Questions are from the following topics: Verbal Ability and Reading Comprehension, Quantitative Aptitude and Logical / Abstract Reasoning. There is no negative marking and Choice per Question is five.
CET tends to be heavy on Reasoning Part and light on Quantitative analysis. It has roughly the following pattern:-
- Analytical Reasoning- 51
- Verbal Reasoning -20
- Non-Verbal Reasoning-30
- Verbal Ability- 35
- Reading Comprehension- 15
- Quantitative Analysis- 14
- Data Interpretation- 20
- Data Sufficiency- 15
Total Marks = 200
Part - I
A lot of MBA aspirants taking CET are primarily CAT aspirants. So before discussing how to crack CET, it is important to understand difference between the two tests. CAT is a test designed to select only top 1-2 percent from a large pool of students. As a result, it is a conceptual test, which is a good mix of moderate to difficult questions and where selection of questions is crucial. On the contrary, CET is a test to have uniform distribution on both sides of normal curve. As a result, CET is designed as a speed-based test, which consists of easy to moderate questions. So attempting all of 200 questions in 150 minutes is a definitely achievable task, if not easy. Again, in CAT one has to perform across all sections covering various areas of expertise while in CET there is no sectional cut-offs. Randomly distributed questions make things difficult if you want to attempt your preferred area of expertise across the test.
You should start taking practice tests (around 3 weeks before actual CET) only after you have learned most areas of testing. Realize that there is no selection of questions involved in CET.
- Visual reasoning is truly CET special: not only for its unique appearance in CET but also for making difference in the merit list. These 30-35 questions provide a perfect level playing ground to all candidates irrespective of their areas of expertise due to educational background. An engineer or a commerce/arts graduate has equal chance to excel.
- Unlike CAT, there is no selection of questions involved in CET. You are there to attempt all questions. If you get stuck with some questions, don't spend extra time on them; work by method of elimination; if you still don't arrive to one unique answer, mark one of the possible options and go ahead. You won't be coming back to such questions unless it is a set of questions.
- To avoid it, select 3-4 areas such that your flow of attempting questions on those sections is more or less same. Understand that though these areas are totally unrelated (e.g., group of verbal, quantitative and logical reasoning), difficulty level of questions is not high enough to warrant a lot of concentration.
- The next test should be taken only after you have analyzed your last test thoroughly. There should be some value addition after each test
Part - II
The above process is repeated not more than 2-3 times. Avoid solving the same problem with other elements just to confirm your answer. Such a group covers around 120 questions, which should be solved not more than 80-85 minutes. Needless to say, time consuming and weaker sections are to be attempted last.
- Successes always follow high targets set by individuals for themselves. There are a few numbers of good institutes one can reach through CET. But the ultimate goal should be to get premier institutes through CET.
- Speed of attempting questions is bound to vary depending upon your areas of strengths. So first step towards it is to know your areas of expertise very well on the basis of accuracy as well as time.
- Solving 30-35 questions in 40 minutes with 80% accuracy is a good target setting.
- Selection of such groups varies according to your potential. For example, if a person reads slowly, then selecting RC in the group won't be appropriate, as it will cut the flow. Or a person who is not very good at math should keep it out as generally math questions are single and demand different approach for each question.
- Practice tests taken should be of appropriate difficulty: neither too simple nor too difficult. It should not happen that nobody taking the test is able to finish all questions. Practice tests are mean to give you the realistic feel for the test.
- One should try to solve VR questions by method of elimination rather than by deriving a proper solution.
- One can also form such groups on the basis whether questions are in sets of five questions or individual. Typically in set questions (especially logical reasoning), once you get the logic for one the rest can be done in almost no time.
Normally if you look for questions on a particular area (e.g. verbal) in a test like CET, you lose on time and more importantly it breaks your flow too frequently to concentrate to your highest level.
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CET 2010 - An Overview
Maharashtra CET, held on 21 February 2010, was easier as compared to last year’s test, though some questions were time-consuming and lengthy. There were no major surprises in the pattern or the types of the questions.
Overall, a good score in this test would be 148+. Ideal no. of attempts should have been 175+.
Overall Test Structure
Area Wise Test Structure
Problem Solving
Some of the BODMAS questions were time-consuming. Also, one question from mensuration was challenging. Rest of the questions were fairly easy. Also there were problems on topics Time-Speed-Distance, Profit Loss, Geometry, Ratios and Permutation and Combinations. One set problems on approximation based calculation. Unlike previous years, questions from probability were missing.
Data Interpretation
There were four sets of 5 questions each. This year, most of the questions were observation based and required simple calculations.
Students should have attempted all the questions, with at least 75% accuracy.
Data Sufficiency
This year there was only one set of 5 quant-based questions. Questions were of very easy level. Students should have got 3-4 questions right easily. Logical Reasoning
Overall, questions were slightly easier as compared to the questions from previous years. Both the sets on arrangements were quick-shots. There was an easy but lengthy set of 10 questions on Selection criteria. There were 5 questions on alphanumeric series and 5 questions from conditional coding, all of which had easy to moderate difficulty level. There were 5 questions from word arrangement machine (input-output type) were easy but slightly time consuming. 5 questions on number series were moderate to difficult.
Visual Reasoning
There were 10 “series completion” questions, 10 “wrong element in the series” questions and 10 “dissimilar pair” questions. One set of series completion was slightly difficult. There were no questions on analogy.
Verbal Ability & Verbal Reasoning
Verbal Ability and Verbal Reasoning questions were slightly more difficult than average. Some new question formats featured in the paper. A detailed analysis of the types of questions is given below
Anagram
There was only one question on Anagram. One had to identify how many meaningful words could be formed with all the letters YRLEA, using the letters only once. Fill in the Blanks (paragraph) Mark the Error
This set was very easy. It contained subject verb error types, incorrect modifiers eg continuous used instead of continuously, tense errors like 'attends' instead of 'attended', use versus ‘used’, idiom usage like 'flocked on' instead of 'flocked to', 'account of' instead of 'account for', etc. Jumbled Paragraph
In this type of jumbled paragraph in which one single set comprising 6 sentences was given and all 5 questions were based on the correct sequence of these sentences. This was a simple set because identifying the correct sequence was easy to solve. Sentence Correction
This set contained 5 statements wherein a part of each statement was highlighted followed by 5 options of which the fifth one stated 'No correction Required'. This was again easy with mostly tense based questions where no correction was required and usage based questions and required a knowledge of idioms like 'sit up and take notice', 'catch up with', and 'went through the ceiling'. Fill in the Blanks (Paired)
This set was again very simple and tested basic grammar skills. Elimination was possible and that could lead to the correct answer. Words like watched, groove, leads, framed, considered etc. were featured. Syllogisms
This set had 4 statements and 4 conclusions. It warranted a careful reading of the question which stated that the conclusions were to be based on the given statements, that meant that the conclusion could follow from a single statement. Course of Action
The format of this question differed slightly from the standard type that have been appearing in CET in previous years. It had one statement followed by 3 courses of actions and 5 options. However, the course of action to be decided for commonplace problems such as traffic control, glitches in online entrance tests, criminals escaping, and government action on excessive quarrying affecting nearby buildings were easy to solve. The only skill necessary was a good reasoning ability.
Cause and Effect
This set also contained a change in the usual format. It contained a given statement , either a cause or an effect. The student had to determine which of the given 5 options were the cause or effect, as required. Critical Reasoning
There were 3 passages with 3 questions each testing the students' ability to recognize conclusions, assumptions and inferences. The passages were on The Comeback of Merchant Bankers, Investment Schemes for those Nearing Retirement and The Central Government's bid to sell its wheat reserves. The questions were easy, however the section was a bit time consuming. There were also 2 questions that contained statements and were followed by 5 options wherein the student had to identify which one would either support or contradict the argument of the passage as required. These questions were simple and not time consuming.
Reading Comprehension
Unlike, CET 2009, but like CET 2008 and 2007, this year there was only one RC passage of approximately 700 words. The passage was about the phenomenon of Migration to OECD countries, the benefits of the same to the host countries, the challenges faced by the home countries to bring back the migrants and the government's role in this regard. The passage was easy to comprehend and solve and contained 15 questions. There were 8 questions based on direct and indirect type. 7 questions were direct and 1 was indirect testing the students' ability to select the most appropriate title. There were 7 word based questions which were very simple. Synonyms of words like potential, capturing, harsh and distinguish were asked. Antonyms of words like key, attractive and satisfying were asked.
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