Events & Promotions
|
|
GMAT Club Daily Prep
Thank you for using the timer - this advanced tool can estimate your performance and suggest more practice questions. We have subscribed you to Daily Prep Questions via email.
Customized
for You
Track
Your Progress
Practice
Pays
Not interested in getting valuable practice questions and articles delivered to your email? No problem, unsubscribe here.
Sep 0410:00 AM PDT
-11:00 AM PDT
What does test anxiety really look like on the GMAT? For many test takers, it does not look like a panic attack. Instead, it shows up as brain fog, rereading, negative comparisons, mental noise....
Sep 0201:00 PM EDT
-11:59 PM EDT
Take 30% off all study plans with code COURSEWORK - Expires on Monday 9/7
Sep 0609:30 AM EDT
-12:30 PM EST
Top scores are possible when you enroll in a powerful EA course, taught live online + 6 months access to TTP OnDemand video courses included! Perfect class schedule and easy course access for working professionals. Class starts Sundays Sept. 6, 2026.- Sep 07
12:01 AM PDT
-11:59 PM PDT
On the 7th, GMAT Club Tests will be Free! Including all the Quizzes, Questions, and Tests. 12 AM - 11:59 PM PDT - Sep 07
10:00 AM PDT
-11:00 AM PDT
A complete walkthrough of GMAT Club’s free 12-week GMAT study plan: what you study each week, how progress and goals are tracked, how the error log works, and how your practice unlocks paid tools at no cost. - Sep 09
07:00 AM PDT
-10:00 AM PDT
Meet AdComs and explore top Master’s programs - MiM, MiF, MSc, MSBA and more. - Application Fee Waivers - Free 1-Week of GMAT Club Tests: - Master's Application Toolkit - Grand Prize Giveaway - Sep 09
10:00 AM PDT
-11:00 AM PDT
Three MBA applications. Three rejections. No interview invites. A year later, Aman was admitted to Cambridge Judge, SMU, and IMD. In this episode of MBA Admit Stories, Aman shares how he rebuilt his MBA application... 
Sep 1507:00 PM EDT
-09:00 PM EST
Elite scores are possible when you enroll in a powerful GMAT course, taught live online + 6 months access to TTP OnDemand video courses included! Class starts Tues/Thurs Sept. 15, 2026 - Nov. 15, 2027, 7:00pm-9:00pm EST
Sep 2108:00 PM EDT
-10:00 PM EDT
Boost your GMAT score in less than one month in a live online class + 6 months access to TTP OnDemand video courses included! Class starts Mon, Tues, Wed, Thur, Fri Sept. 21, 2026 - Oct. 9, 2027, 7:00pm-10:00pm EST
24 Jun 2025, 01:18
Kudos
Bookmarks
A
Be sure to select an answer first to save it in the Error Log before revealing the correct answer (OA)!
Difficulty:
65%
(hard)
Question Stats:
61% (02:04) correct
39%
(02:05)
wrong
based on 230
sessions
History
Date
Time
Result
Not Attempted Yet
An experienced education researcher asserts that offering extra credit in exchange for students completing end-of-semester course evaluations cannot reliably measure genuine enthusiasm for the subject. Instead, she argues, those who complete the evaluations—motivated by the promise of extra credit—tend to give higher ratings but reveal no substantive increase in their long-term mastery or curiosity about advanced study in the field. Therefore, she concludes, this method merely captures the students’ desire to boost their grades, rather than gauging authentic academic interest.
Which of the following best describes the researcher’s method of reasoning?
A. She shows that one can attain the anticipated result without possessing the underlying quality, thereby undermining the notion that the evaluations capture it.
B. She claims any evaluation mechanism granting academic incentives is bound to produce distorted measurements.
C. She draws exclusively on a small group of students’ anecdotal remarks about why they completed the surveys.
D. She presumes that any reported appreciation for a course must directly correspond to improved performance.
E. She concludes that educational institutions purposely manipulate their data to feature a falsely elevated level of student engagement.
Which of the following best describes the researcher’s method of reasoning?
A. She shows that one can attain the anticipated result without possessing the underlying quality, thereby undermining the notion that the evaluations capture it.
B. She claims any evaluation mechanism granting academic incentives is bound to produce distorted measurements.
C. She draws exclusively on a small group of students’ anecdotal remarks about why they completed the surveys.
D. She presumes that any reported appreciation for a course must directly correspond to improved performance.
E. She concludes that educational institutions purposely manipulate their data to feature a falsely elevated level of student engagement.
24 Jun 2025, 09:19
Kudos
Bookmarks
A. She shows that one can attain the anticipated result without possessing the underlying quality, thereby undermining the notion that the evaluations capture it.
=Nothing states about having underlying quality for anything
B. She claims any evaluation mechanism granting academic incentives is bound to produce distorted measurements.
=Correct
C. She draws exclusively on a small group of students’ anecdotal remarks about why they completed the surveys.
=Not about small groups
D. She presumes that any reported appreciation for a course must directly correspond to improved performance.
=Nothing about improved performance
E. She concludes that educational institutions purposely manipulate their data to feature a falsely elevated level of student engagement.
=No mentioning of institutions manipulating data
=Nothing states about having underlying quality for anything
B. She claims any evaluation mechanism granting academic incentives is bound to produce distorted measurements.
=Correct
C. She draws exclusively on a small group of students’ anecdotal remarks about why they completed the surveys.
=Not about small groups
D. She presumes that any reported appreciation for a course must directly correspond to improved performance.
=Nothing about improved performance
E. She concludes that educational institutions purposely manipulate their data to feature a falsely elevated level of student engagement.
=No mentioning of institutions manipulating data
24 Jun 2025, 10:23
Kudos
Bookmarks
A. She shows that one can attain the anticipated result without possessing the underlying quality, thereby undermining the notion that the evaluations capture it.
✅ Correct.
This perfectly captures the logic:
Students give positive evaluations (the result),
But they may not have real enthusiasm (the quality),
Therefore, the measure is not reliable.
B. She claims any evaluation mechanism granting academic incentives is bound to produce distorted measurements.
→ Too strong and absolute. The researcher doesn’t generalize to all mechanisms — just critiques this specific one.
C. She draws exclusively on a small group of students’ anecdotal remarks about why they completed the surveys.
→ Not mentioned. There’s no reference to anecdotes or limited data — this misrepresents her method.
D. She presumes that any reported appreciation for a course must directly correspond to improved performance.
→ No. She actually distinguishes between reported appreciation (in evaluations) and long-term learning outcomes — she's showing they don’t align, not assuming they must.
E. She concludes that educational institutions purposely manipulate their data to feature a falsely elevated level of student engagement.
→ Out of scope. No claim of intentional manipulation by institutions is made — her focus is on the incentive's effect on student behavior.
[/b]
✅ Correct.
This perfectly captures the logic:
Students give positive evaluations (the result),
But they may not have real enthusiasm (the quality),
Therefore, the measure is not reliable.
B. She claims any evaluation mechanism granting academic incentives is bound to produce distorted measurements.
→ Too strong and absolute. The researcher doesn’t generalize to all mechanisms — just critiques this specific one.
C. She draws exclusively on a small group of students’ anecdotal remarks about why they completed the surveys.
→ Not mentioned. There’s no reference to anecdotes or limited data — this misrepresents her method.
D. She presumes that any reported appreciation for a course must directly correspond to improved performance.
→ No. She actually distinguishes between reported appreciation (in evaluations) and long-term learning outcomes — she's showing they don’t align, not assuming they must.
E. She concludes that educational institutions purposely manipulate their data to feature a falsely elevated level of student engagement.
→ Out of scope. No claim of intentional manipulation by institutions is made — her focus is on the incentive's effect on student behavior.
[/b]
