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Re: Each week, several testakers around the world score 680 [#permalink]
I think it is 'B'
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Re: Each week, several testakers around the world score 680 [#permalink]
prashant_13 wrote:
I think it is 'B'


Please provide an explanation as to why you chose that answer.
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Re: Each week, several testakers around the world score 680 [#permalink]
Chose C.
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Re: Each week, several testakers around the world score 680 [#permalink]
I am up for (C) too.Good teachers are chosen on the basis of a particular qualification ,not skills on the gmat test.
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Re: Each week, several testakers around the world score 680 [#permalink]
I thought skills on the gmat does not gurantee the scorer to be a good teacher. So I chose B
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Re: Each week, several testakers around the world score 680 [#permalink]
prashant_13 wrote:
I thought skills on the gmat does not gurantee the scorer to be a good teacher. So I chose B


uhm, yes "good " is kinda a key here .....this one is not that easy ....
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Re: Each week, several testakers around the world score 680 [#permalink]
Between B and C, B.

The conclusion is: all of such high scorers could serve as good GMAT teachers.

To weaken the argument we need to find something that says that these high scorers would not serve as good teachers.

A is irrelevant.
D is specific to large test prep organizations
E is irrelevant (the teacher can teach either math/verbal)

That leaves B and C...

C implies high scorers cannot be teachers because they do not have licences, not because they don't teach well.

B on the other hand implies that these high scorers do not have teaching experience and thus would not be good teachers.


[/i]
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Re: Each week, several testakers around the world score 680 [#permalink]
kripalkavi wrote:
Between B and C, B.

The conclusion is: all of such high scorers could serve as good GMAT teachers.

To weaken the argument we need to find something that says that these high scorers would not serve as good teachers.

A is irrelevant.
D is specific to large test prep organizations
E is irrelevant (the teacher can teach either math/verbal)

That leaves B and C...

C implies high scorers cannot be teachers because they do not have licences, not because they don't teach well.

B on the other hand implies that these high scorers do not have teaching experience and thus would not be good teachers.


[/i]


yeah, that's it! :)
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Re: Each week, several testakers around the world score 680 [#permalink]
Definition of a Good teacher: A good teacher has good skill set/ knowledge, and can tranfer that to his/her students.

The emphasis in the argument is on knowledge/skill set aspect.

680+ scorers have knowledge, but can they be good teachers (read "can they transfer it")?

They dont have teaching experience, and not sure whether they can tranfer their skills and knowledge.

Hence B weakens the most.

C is a trap. I think.
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Re: Each week, several testakers around the world score 680 [#permalink]
GMATT73 wrote:
Each week, several testakers around the world score 680 points or higher on the computerized GMAT exam. Since scoring high on the GMAT requires specific content knowledge and refined pacing skills, all of such high scorers could serve as good GMAT teachers.

Which of the following, if true, most weakens the argument above?

A. Most high scoring GMAT testakers tend to be non-native English speakers.

B. Most high scoring GMAT testakers have little or no standardized exam teaching experience.

C. Teaching a test of any kind requires a specific licence or qualification.

D. Most high scoring GMAT testakers would not be enticed by the relatively low wages offered by large test prep organizations.

E. Most high scoring GMAT testakers tend to be extremely strong in either math or verbal, but not both aspects of the exam.


Yes it should be B .
C looks out of scope . The key to the answer is the bolded part in this sentence below.

Since scoring high on the GMAT requires specific content knowledge and refined pacing skills, all of such high scorers could serve as good GMAT teachers.

Question ask about the potential of high scorers as teachers not the requisite qualification needed to be an actual GMAT teacher.
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Re: Each week, several testakers around the world score 680 [#permalink]
One more for B

The key is in the statement "could serve as good GMAT teachers." These individuals could serve as good gmat teachers they would just have to take the exam qualifications to do so.
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Re: Each week, several testakers around the world score 680 [#permalink]
C

GMAT takers come from different discipline and therefore they would not possess a specific licence required to teach for competitive exams.
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Re: Each week, several testakers around the world score 680 [#permalink]
Looks like I fell for the trap! :roll:
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Re: Each week, several testakers around the world score 680 [#permalink]
ak_idc wrote:
Definition of a Good teacher: A good teacher has good skill set/ knowledge, and can tranfer that to his/her students.

The emphasis in the argument is on knowledge/skill set aspect.

680+ scorers have knowledge, but can they be good teachers (read "can they transfer it")?

They dont have teaching experience, and not sure whether they can tranfer their skills and knowledge.

Hence B weakens the most.

C is a trap. I think.


OA and OE right here :cool Bang on target AK!



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