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27 May 2018, 11:16
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Many students enter the business school application process with excellent undergraduate grades. Since excellent undergraduate grades require passing frequent tests and final examinations, these students must have learned very strong test-taking techniques either before or during their undergraduate educational careers. Despite this, many students with promising grades fail to get scores on the GMAT that match the level of performance displayed by their undergraduate careers.
The apparent discontinuity between undergraduate academic performance and GMAT test results could best be explained by which of the following suppositions?
A. Many students with strong undergraduate careers aspire to get accepted into a top tier business school and, therefore, feel that they must present not only solid grades but also a flawless GMAT score.
B. The GMAT tests quantitative and verbal skills, both of which are covered to some extent in an undergraduate curriculum.
C. The skills necessary to excel on most academically derived exams are often learned in study-skills workshops held by colleges, from peer tutors, or from written feedback provided by professors and teaching assistants, whereas the skills required for the GMAT are often learned in classes or from books dedicated to preparing for the exam.
D. Over 75% of business school applicants report that they found it necessary to study for the GMAT, using computer software, books, and/or specialty classes.
E. The skills and strategies required for excellence on the GMAT and other standardized tests are often quite divergent from those required for success on traditional academic exams.
The apparent discontinuity between undergraduate academic performance and GMAT test results could best be explained by which of the following suppositions?
A. Many students with strong undergraduate careers aspire to get accepted into a top tier business school and, therefore, feel that they must present not only solid grades but also a flawless GMAT score.
B. The GMAT tests quantitative and verbal skills, both of which are covered to some extent in an undergraduate curriculum.
C. The skills necessary to excel on most academically derived exams are often learned in study-skills workshops held by colleges, from peer tutors, or from written feedback provided by professors and teaching assistants, whereas the skills required for the GMAT are often learned in classes or from books dedicated to preparing for the exam.
D. Over 75% of business school applicants report that they found it necessary to study for the GMAT, using computer software, books, and/or specialty classes.
E. The skills and strategies required for excellence on the GMAT and other standardized tests are often quite divergent from those required for success on traditional academic exams.
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28 May 2018, 12:00
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We need to find out a reason that helps us understand the difference in performance despite good scores in the past. Now lets look at the options
A. Many students with strong undergraduate careers aspire to get accepted into a top tier business school and, therefore, feel that they must present not only solid grades but also a flawless GMAT score. --> This option does not give us the reason for the difference in performance. INCORRECT
B. The GMAT tests quantitative and verbal skills, both of which are covered to some extent in an undergraduate curriculum. --> According to this option students should get a good score on GMAT. So this is the opposite of what we are looking for. INCORRECT
C. The skills necessary to excel on most academically derived exams are often learned in study-skills workshops held by colleges, from peer tutors, or from written feedback provided by professors and teaching assistants, whereas the skills required for the GMAT are often learned in classes or from books dedicated to preparing for the exam. --> This option doesn't differentiate between learning "study-skills" and learning from "classes or books" . Which one is superior and hence the difference in performance. INCORRECT
D. Over 75% of business school applicants report that they found it necessary to study for the GMAT, using computer software, books, and/or specialty classes. --> Same as A. INCORRECT
E. The skills and strategies required for excellence on the GMAT and other standardized tests are often quite divergent from those required for success on traditional academic exams. -->This gives a reason for the difference in performance. The skills required for both the exams are different and hence the difference in performance. CORRECT
A. Many students with strong undergraduate careers aspire to get accepted into a top tier business school and, therefore, feel that they must present not only solid grades but also a flawless GMAT score. --> This option does not give us the reason for the difference in performance. INCORRECT
B. The GMAT tests quantitative and verbal skills, both of which are covered to some extent in an undergraduate curriculum. --> According to this option students should get a good score on GMAT. So this is the opposite of what we are looking for. INCORRECT
C. The skills necessary to excel on most academically derived exams are often learned in study-skills workshops held by colleges, from peer tutors, or from written feedback provided by professors and teaching assistants, whereas the skills required for the GMAT are often learned in classes or from books dedicated to preparing for the exam. --> This option doesn't differentiate between learning "study-skills" and learning from "classes or books" . Which one is superior and hence the difference in performance. INCORRECT
D. Over 75% of business school applicants report that they found it necessary to study for the GMAT, using computer software, books, and/or specialty classes. --> Same as A. INCORRECT
E. The skills and strategies required for excellence on the GMAT and other standardized tests are often quite divergent from those required for success on traditional academic exams. -->This gives a reason for the difference in performance. The skills required for both the exams are different and hence the difference in performance. CORRECT
29 May 2018, 22:34
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Bunuel
Many students enter the business school application process with excellent undergraduate grades. Since excellent undergraduate grades require passing frequent tests and final examinations, these students must have learned very strong test-taking techniques either before or during their undergraduate educational careers. Despite this, many students with promising grades fail to get scores on the GMAT that match the level of performance displayed by their undergraduate careers.
The apparent discontinuity between undergraduate academic performance and GMAT test results could best be explained by which of the following suppositions?
The apparent discontinuity between undergraduate academic performance and GMAT test results could best be explained by which of the following suppositions?
Observation: Despite this, many students with promising grades fail to get scores on the GMAT that match the level of performance displayed by their undergraduate careers.
It is the question where quite easy to do prethinking.
Students are good on acafemic tests and bad on GMAT.
Why?
Obviously we have to find in options something like that these tests and GMAT are very different. That GMAT is a lot more complicated. Or something like that.
A. Many students with strong undergraduate careers aspire to get accepted into a top tier business school and, therefore, feel that they must present not only solid grades but also a flawless GMAT score.
It is not a supposition. Moreover - it contradicts to our passage. If they feel that they must presetn strong GMAT why do not they do so? Out.
B. The GMAT tests quantitative and verbal skills, both of which are covered to some extent in an undergraduate curriculum.
Gives us nothing. Moreover, it weakens a little the passage. If these skills are covered to some extent in an undergraduate curriculum, students have to do good on GMAT, or it can help them to do good. But it does not help very much. Out
C. The skills necessary to excel on most academically derived exams are often learned in study-skills workshops held by colleges, from peer tutors, or from written feedback provided by professors and teaching assistants, whereas the skills required for the GMAT are often learned in classes or from books dedicated to preparing for the exam.
It is about means of studing. Irrelevant. Out.
D. Over 75% of business school applicants report that they found it necessary to study for the GMAT, using computer software, books, and/or specialty classes.
Same as C.
E. The skills and strategies required for excellence on the GMAT and other standardized tests are often quite divergent from those required for success on traditional academic exams.
That is it! These tests are different, and different skills are needed
