Note: DTE MBA/MMS MH-CET 2018 Detailed Notification is yet to be announced. However, DTE has released a PDF with MH-CET 2018 tentative exam dates as 10th and 11th March 2018. Click here to view the same. Refer the below page for MH-CET 2017 details! Stay tuned for latest updates!
Unlike CET-2015, CET-2016 is being conducted across 3 slots.
Furthermore, unlike previous CET exams, CET-2016 was divided into the following four sections.
Number of questions
Test of Verbal Ability/Reading Comprehension
Test of Quantitative Aptitude
Test of Logical Reasoning
Test of Abstract Reasoning
There were 5 options per question and the total time allotted was 150 minutes.
CET-2016 was more difficult than CET-2015 overall. The Test of Logical Reasoning section was on the more difficult side while the Test of Abstract Reasoning section was the easiest section in CET-2016. The Test of Quantitative Aptitude section was marked by questions at moderate to high level of difficulty while the Test of Verbal Ability/ Reading Comprehension section was marked by questions at easier levels of difficulty. In general, CET-2016 resembled CET-2014 in terms of level of difficulty.
Some sets in Logical Reasoning were on the difficult side. If the level of difficulty of slots on Day 2 remains same, it is better to move to mark some option and move to next question.
CET-2016 was conducted by IBPS and the test dashboard resembled the layout of standard IBPS tests. Operations at the test centres were smooth and so far we have not received any reports of glitches or break-down of computers. Unlike CET-2015, no errors in questions have been reported. In general, CET-2016 was a smooth affair as far as the computer interface is concerned.
Please find below an analysis of individual sections.
Test of Verbal Ability and Reading Comprehension (50 questions)
All the vocabulary- and grammar-based questions as well as Reading Comprehension questions were included in this section; some verbal reasoning questions were also included in this section. There were a total of 40 VA/VR questions and 10 RC questions in this area.
The overall break-up of the VA/RC questions was as follows:
|Sentence does not contribute to main idea||3||2||0||5|
|Inappropriate sentence in context||4||1||0||5|
|Synonyms / Antonyms||1||4||0||5|
|Cloze (2 passages with 5 blanks each)||9||1||0||10|
There was a mixture of vocabulary-, grammar- and reasoning-based questions, with no particular focus on any one of the three. The majority of the VA/VR questions in this section were very easy, with hardly any really tough questions. Some question sets such as the cloze questions or inappropriate sentence in context required practically no thought, as the correct answer stood out from the options clearly. The sentence starter questions may have presented students with some difficulty, but that’s mainly because the instructions were not clear. The synonym/antonym questions were a single set, and you were expected to find either the synonym or antonym of each given word, which made the process a little tricky.
There were two Reading Comprehension passages, with 5 questions each. The first one was short and very easy to read, as it was on the topic of ‘sarcasm’. Most of the questions were direct; there was also one word-based question. The second passage – on the topic of ‘economic problems in Indonesia’ – was longer and slightly more difficult, as it involved a lot of statistical data and multiple opinions. The questions were a mixture of direct and indirect. Students should have attempted the first passage seriously, and simply marked the second one quickly in order to save time.
A genuine attempt of around 40-42 questions would have been a good attempt.
Test of Quantitative Aptitude
The Test of Quantitative Aptitude had 24 questions on Data Interpretation and the remaining 26 questions on Mathematics. There were four sets on Data Interpretation questions. These included one set each on Table, Line, Pie Charts and Caselet. Several questions in Data Interpretation involved calculations and had close options. Additionally some questions had ‘None of the above’ options, which made option elimination more challenging.
In Mathematics, there were 5 questions on Data Sufficiency and 6 questions on Quantitative Comparison. Questions on Mathematics were dominated by questions on Arithmetic (15 questions including QC and DS), followed by questions on Geometry (5 questions including QC and DS). There was one question on Modern Mathematics (Probability). Surprisingly there was no question on numbers. There was no question on Determinants and Shares unlike in CET-2015.
The overall break-up of the Quantitative Aptitude questions was as follows:
|Arithmetic (Ratio-Proportion, Partnership, Time & Work, TSD)||12||3||15|
|Geometry (including 2 in QC)||1||3||0||4|
A genuine attempt of around 30-32 questions would have been a good attempt.
Test of Logical Reasoning
The Test of Logical Reasoning section was dominated by questions on Non-Verbal Reasoning (about 58 questions). The remaining 18 questions were on Verbal Reasoning. The questions on Non-Verbal Reasoning were dominated by questions on arrangements and number series. There were 22 questions spread across 4 sets on arrangements, which included two sets on Linear Arrangement, one set on matrix arrangement (two variables) and one set on circular arrangement. The set on Circular Arrangement also had blood relations as an additional variable. Questions on arrangements were medium to tough. There were 10 questions on Number Series (5 questions each on complete the series and odd man out). There was one set on Sequential Output with 5 questions. There was no question on Selection Criteria.
The Verbal Reasoning questions were mostly of medium difficulty. The focus was on critical reasoning questions and syllogisms. The latter could be a bit tough if your concepts were not strong, as the conclusions were often framed in unusual ways. In the critical reasoning questions, the answers were usually easy to spot, but there was potential for careless mistakes if you didn’t read or understand the question stem correctly.
Following was the break-up of the Logical Reasoning questions in this test:
|Complete the series||5||0||5|
|Odd man out||5||0||5|
|Relations & Family Tree (Standalone questions)||4||0||0||4|
|Symbol based comparison||6||0||0||6|
|Cause & Effect||1||0||0||1|
|Course of Action||0||1||0||1|
|Strengthen/weaken the Information||0||0||1||1|
A genuine attempt of around 30 in Non-Verbal Reasoning and 12-13 questions in Verbal Reasoning would have been considered a good attempt.
Test of Abstract Reasoning
This was the easiest section in CET. There were 25 questions in the test, mostly at easy to medium level of difficulty. The questions were complete the series (either the last term or a middle term in the series was missing) or analogies types of questions. There were no questions of the type ‘interchange’ that students generally find difficult. The questions in this test were very similar to Visual Reasoning questions that appeared in earlier CET exams.
The break-up of the questions in this test was as follows:
|Complete the series||17||0||17|
A genuine attempt of around 18-20 would have been considered a good attempt.
MH-CET 2016 and MH-CET 2015 Results
According to MH-CET 2016 results, a score between 165 (Highest) - 153 was equivalent to 99.99 percentile, a score of 134 was equivalent to 99.87 percentile and a score of 112 was equivalent to 98.02 percentile.
For your reference and a better understanding of the test, we have also mentioned MH-CET 2015 results.
According to MH-CET 2015 results, an equated score of 167.63 was equivalent to 99.966 percentile, an equated score of 163.66 was equivalent to 99.938 percentile, an equated score of 160.36 was equivalent to 99.897 percentile and an equated score of 150.12 was equivalent to 99.111 percentile.
(As CET 2015 had a few glitches, the CET 2015 scores were equated by using a formula and hence equated scores are mentioned).