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05 Jun 2012, 17:48
Kudos
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Thanks bb!
I have a query that I've been asked for a while (on gmac website) but got no reply. I'll be appreciated for reply from GMAC. Thanks.
A question regarding IR: how does GMAT control the timing issue among test-takers to assure fairness?
1. I've heard from GMAC that everyone gets 8 scored questions (with fixed number of questions in each type) and 4 experimental questions (in random question types). (please correct me if I am wrong)
2. I, along with a lot of students around, found significant discrepancy in the time allocation for different question types. Specifically, a Graph Analysis may take less time than the average of 2.5 min per Q, while a Two-Part Analysis usually demands significantly more time than average.
Taken together, we have concern that the 4 experimental questions may place unfairness among test-takers.
i.e. If student A got more Two-Part Analysis and Multi-source Reasoning, while student B got more Graph Analysis and Table Analysis, student A is much more likely to run out of time in this IR session than student B.
Question: given that different test-takers have different numbers of Qs in each type, how does GMAC take effort to control the length in IR session among different test-takers?
Thanks.
I have a query that I've been asked for a while (on gmac website) but got no reply. I'll be appreciated for reply from GMAC. Thanks.
A question regarding IR: how does GMAT control the timing issue among test-takers to assure fairness?
1. I've heard from GMAC that everyone gets 8 scored questions (with fixed number of questions in each type) and 4 experimental questions (in random question types). (please correct me if I am wrong)
2. I, along with a lot of students around, found significant discrepancy in the time allocation for different question types. Specifically, a Graph Analysis may take less time than the average of 2.5 min per Q, while a Two-Part Analysis usually demands significantly more time than average.
Taken together, we have concern that the 4 experimental questions may place unfairness among test-takers.
i.e. If student A got more Two-Part Analysis and Multi-source Reasoning, while student B got more Graph Analysis and Table Analysis, student A is much more likely to run out of time in this IR session than student B.
Question: given that different test-takers have different numbers of Qs in each type, how does GMAC take effort to control the length in IR session among different test-takers?
Thanks.
05 Jun 2012, 20:24
Kudos
Bookmarks
Why did you guys write IR? What's the motivation behind it? For instance, did you want to get rid of an essay because nobody finds them useful and didn't want to shorten the test so you filled the space with something like that? Or is it really that important and what you're hoping to test isn't tested at all in the other sections?
