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GRE Examination
GRE
The Graduate Record Examination (GRE) is a group of standardized, multiple-choice tests used by many graduate schools as part of the admissions process. The most important part of the GRE is the General Test, which is offered in the Computer Adaptive format.
GRE CAT is available Oct - Jan: all month, Feb - Jun: first three weeks of each month.
The test is scored on a 200-800 scale for each of the GRE's three categories: Verbal, Quantitative (math), and Analytical.
The experimental section is the only section of the paper-and-pencil GRE that is not scored. It can be verbal, quantitative, or analytical, and you will not be able to determine which section it is. The purpose of the experimental section is to help ETS, the company that writes the test, conduct research.
The Structure of the GRE CAT
The structure of the computerized GRE, also called the GRE CAT, is the following:
Verbal section
30 questions
30 minutes
Quantitative section
28 questions
45 minutes
Analytical section
35 questions
60 minutes
Pretest section ??? questions ??? minutes
Research section ??? questions ??? minutes
The verbal, quantitative, and analytical sections are all scored, while the pretest and research sections are both unscored. The pretest and research sections are both experimental. The pretest section will be a Verbal, Quantitative, or Analytical section, and you will not be able to determine which section it is. The research section will be a verbal, quantitative, or analytical section, and it will be identified as an unscored section. If it is included in your test, the research section will show up as the last section on the exam.If you don’t know the answer to a question, or it’s too time-consuming, guess. You can’t skip a question and go back to it, or change your answer once you have moved on to the next question.
You will always have 3 scored sections on a GRE CAT and 1 or 2 unscored experimental sections.
Visit the official website www.gre.org for a more detailed analysis.
SCORING
Scoring methodology for the GMAT as well as the GRE computer adaptive tests is much the same.
The CAT gives varying weights to the questions. Each CAT question is added to provide a raw score, which is converted into a scaled score. On the GRE,for example, scaled scores range from 200-800 on each of the three sections (Quantitative, Verbal, and Analytical). A CAT gives each correct question a different point value. The same is true for the GMAT
The questions are divided into three roughly equal part. The first part of the questions in any section is weighted the most. This means that the first part of the questions determines the bulk of the scaled score. The second part accounts for a lesser amount of the scaled score, and the last part counts for a relatively insignificant amount of the overall score.
A section will begin with an "average-level" question say scaled score of 500, which is an average GRE score. If one gets this question right, the scaled score could increase by almost 80 points; if one gets this question wrong, the scaled score could decrease by almost 80 points. So the first group of questions attempts to find out the range of a persons competence.
Let us take a case in point. If you get three questions in a row correct, your score moves to roughly 740. Then you get one wrong. Assuming this would be a more difficult question, your score remains at 740 and you are given a question of difficulty level corresponding to 740. Getting this wrong will get you a question of difficulty level corresponding to 660 .Getting this right will now point to your score range between 660 and 740.
The questions that follow will now range between the given scores so to zero down exactly on your competence level score.
In short, first, along with getting a question right or wrong, the level of difficulty of the next question will change. A correct answer "rewards" you with a harder question; an incorrect answer "rewards" you with an easier question. . There are a significant number of experimental questions sprinkled in as well, and the experimental questions do not factor into your score.
You are required to answer all Questions. You will be penalized for leaving questions unanswered.
Be cautious. You want to be sure about accuracy on early questions, and worry less about getting to the last questions in a section. Remember, later questions have a progressively smaller impact on your overall score, but you need to answer all of them. If you are pressed for time, guess. Just don't leave any questions unanswered.
GRE Question Types
Verbal Ability
Verbal Ability has four question types
1. Analogies
E.g. Select the lettered pair that best expresses a relationship similar to that expressed in the original pair
COLOR:SPECTRUM
a) Tone : scale
b) Sound : Waves
c) Verse : Poem
d) Dimension : Space
e) Cell : Organism
2. Antonyms
E.g. Choose the word that is most nearly opposite in meaning to the word in capital letters.
DIFFUSE
a) Contend
b) pretend
c) concentrate
d) imply
e) rebel
3. Sentence Completion
E.g.. The ------------ science of seismology has grown just enough so that the first overly bold theories have been -------------.
a) magnetic........accepted
b) fledgling.........refuted
c) tentative.........analysed
d) predictive.......protected
e) exploratory.....recalled
4. Reading Comprehension ·
· The basic structure of a Reading Comprehension section consists of a passage followed by some questions based upon the passage. Reading Comprehension is a test of how well a student understands a written passage. Though some would like to believe that it is a test of how fast one can read, it is not a test of speed-reading. The questions are meant to test the depth of understanding. Following passage and questions are an example of reading comprehension :
Passage : Despite the many cultural and political differences among nations, the objectives and curriculum at least of elementary education tend to be similar. Nearly all nations are officially committed to mass education, which is viewed as eventually including a full elementary education for all. An increasing agreement may therefore be found among nations to the effect that preparation for citizenship is one of the major objectives of elementary education. In terms of curriculum, this objective suggests an emphasis on language competence, arithmetic skills, and basic social studies and science. The proportion of school time devoted to each of these areas may vary from nation to nation, but taken as a whole, they typically comprise the bulk of the curriculum.
Some observers viewing the less developed nations have suggested that such a curriculum does not cover enough ground and that community or vocational skills should be included. Many innovations in this direction have been attempted. Local crafts are taught in the basic schools of India, for example; agriculture has been introduced in some of the primary schools of Uganda, Kenya, and Tanzania; and introductory skills in wood and metalworking are included in the curriculum of mainland China. The specific reasons for teaching hand skills in the elementary school vary from nation to nation. In a few nations, such teaching is viewed as providing vocational or pre-vocational skills; in some nations it is hoped that the products of the children's work will be marketable and hence defray the expenses of schooling; and in still other nations handwork is seen as a way of instilling an appreciation for labour. Some parents have voiced objections to these changes, however, and students who fear that the introduction of "practical" subjects may lessen the possibility of entrance to secondary schools a widely held pupil aspiration.
Perhaps more experimentation and innovation in curriculum and teaching methods have taken place at the elementary level than in secondary education. In the more progressive schools throughout the world, attempts are being made to synthesise subjects previously taught separately. Examples of this are efforts to combine reading with literature and history with geography. In North America and Western Europe, innovation such as team teaching, the use of more teachers' aides or clerks, and the establishment of ungraded schools have been tried. most significant and pervasive, however, has been the widespread and growing acceptance of the principle that elementary education should focus on activity and experience as well as on subject matter. This principle as yet is reflected only in some of the elementary schools of a few nations, but may well lead to a world-wide movement involving more informality in the learning environment, more student-initiated projects, and a greater variety in the content of elementary schooling.
Q1. The author implies that
(a) vocational training is likely
(b) it is desirable to have a common for elementary education developing countries
(c) all countries tend to emphasise secondary and collegiate education at expense of elementary education
(d) elementary education should not confine itself to teaching to theoretical subjects alone, but should also teach crafts and skills
(e) none of the above
Quantitative Ability
This section covers three basic ares of Mathematicsquestion types
Arithmetic
Arithmetic Operations on real numbers, operations on radical expressions, estimation, percent, absolute value, properties of numbers (such as divisibility and properties of primes and odd and even integers)
Algebra
Factoring and simplifying algebraic expressions, concepts of relations and functions, equations and inequalities. The skills required include the ability to solve first and second degree equations and inequalities, and simultaneous equations; the ability to read word problems and set up the necessary equations or inequalities to solve it; and the ability to apply basic algebraic skills to solve problems.
Geometry
Properties of parallel lines, circles, triangles, rectangles, other polygons, area, perimeter, volume, Pythagorean Theorem, angle measure in degrees and simple co-ordinate geometry (including slope, intercepts and graphing of equations and inequalities). The ability to construct proofs is not measured.
This section has three question types
1 Data Analysis
Basic descriptive statistics (mean, median, mode, range, standard deviation & percentiles) interpretation of data given in graphs and tables (such as bar and circle graphs & frequency distributions), elementary probability, and the ability to synthesize information, to select appropriate data for answering a question, and to determine whether or not the data provided are sufficient to answer a given question. The emphasis in these questions is on understanding of basic principles and reasoning within context of given information, not calculations.
2 Quantitative Comparison
The quantitative comparison questions test the ability to reason quickly and accurately about the relative sizes of two quantities or to perceive that not enough information is provided to make such a comparison.
3 Problem Solving
Basic problem solving multiple choice questions and data interpretation question questions.
Analytical Ability
Questions are based on a passage, graph, table or a set of conditions. There are two types.
Analytical Reasoning
Ramon, Shane, Chris and George are married to Pearl, Sandra, Lara and Daisy not necessarily in that order. Each has a son and a daughter. The boys are John, Peter, Sammy and Rupert. The girls are Cheryl, Cindy, Mimi and Bertha. The Following information is also give.
- Ramon's wife is neither Pearl nor Lara.
- Shane is the proud father of Bertha.
- Cheryl is John's sister. They are not the children of either Pearl or Sandra.
- George is Sandra's husband. He is not Sammy or Rupert's father.
- Shane's son is not Sammy.
- Cindy's mother is neither Daisy nor Lara who is not Chris's wife.
- Mimi is not Pearl's daughter.
Q1.Ramon's wife is
(a)Lara (b) Pearl (c) Sandra (d) Daisy (e) indeterminable
Q2.Peter's father is
(a) Ramon (b) Shane (c) Chris (d) George (e) indeterminable
Q3.Berth a's mother is
(a) Lara (b) Pearl (c) Sandra (d) Daisy (e) indeterminable
Logical Reasoning
He is untrustworthy because he is a liar.
a. Only liars are untrustworthy.
b. All liars are untrustworthy.
c. No liar is untrustworthy.
d. No untrustworthy person is a liar.
e. None of these.
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