MH-CET 2014 Test Analysis

CET 2014 – Test similar to CET 2011, 2012. Time Management was the key

CET 2014 has gone ONLINE for the first time. It is being conducted across 3 slots with 2 slots on 15 March and 1 slot on 16 March. The test was similar to CET 2011 and CET 2012. 200 questions in 150 minutes was lengthy in the paper based format. So definitely in the online format, it would seem even lengthier. Difficulty wise the paper was easy provided the students knew which questions to skip. LR was time consuming and a few questions were tricky. Quant had a few surprises with around 20 questions and a few set based questions in Geometry. Due to these reasons, students have found the paper on the difficult side. Verbal section was comparatively easy. So students with Verbal as their area of strength would not enjoy advantage over students who are weak in Verbal. Visual reasoning questions were much easier but in a few questions the diagrams were not clear. There were a few new question types but they were easy to solve. LR had symbol based logic (conclusions) without the coding for various mathematical symbols. Verbal had connector based sentence starters. The test overall was similar across the three slots. In comparison to Day 1, students found the test on Day 2 a bit difficult in some areas.

The online interface of the test matched that in the SimCETs. The Question paper option was also available in the actual test. The well prepared students who have been scoring well in their SimCETs / Take home CETs will do better in the actual CET provided they maintain their calm and poise during the test.

On the test taking experience, overall the test was smooth but with few stray incidents. One centre in Mumbai unfortunately faced a power cut during the test. There was also some delay in commencement of the test. In some centres, the tests begun at 10 while at one centre it begun at 10:15. The students were expecting the test to begin at 9:15 as indicated in the hall ticket but that seemed to be the entry time and not the test start time. Few students also seemed to be rushing at last minute to take a photocopy of the hall ticket and their Photo ID. Unlike the rumors, scratch papers were readily available to the students.

Now coming to the sectional feedback:

Verbal Ability

We are including all Vocabulary and Grammar questions under this heading. 30questions belonged to this area.

The overall break-up of the questions was as follows:

Area Easy Medium Difficult Total
Synonyms / Antonyms 4 1   5
Fill in the Blanks (Cloze) 10     10
Grammar – Replace the Highlighted Part        
(tense) 3 2   5
Grammar – replace the highlighted part        
(vocabulary) 4 1   5
Connector based sentence starters 3 2   5
Total 24 6 0 30

Most of the questions were easy to solve. There were two Cloze exercise with 5 blanks each. Few questions were of a medium level of difficulty, but keeping the overall theme in mind, the answers could be reached after some consideration. It was possible to solve all Grammar and Vocabulary questions within 30 second each, with at least 80% accuracy. On day 2, the question type and difficulty level remained unchanged. An interesting feature was that at least 10 questions from this area appeared amongst the last 15 questions in the paper. As a result, there were students who never got to see these questions.

Verbal Reasoning

There were 25 questions spread over various constructs. The overall break-up of the questions was as follows:

Area Easy Medium Difficult Total
Critical Reasoning 4     4
Jumbled Paragraphs 0 5   5
In context statements 4 1   5
Syllogisms 7 0   7
Cause and Effect 2     2
Course of Action 2     2
Total 19 6   25

There were comparatively fewer Critical reasoning questions. Further, the options weren’t that close so one could find the answer quickly and easily unlike the dilemma faced in close options. The jumbled paragraph question was on the difficult side. It was a set based question so it was important to get the entire sequence correct. Syllogisms were easy and quick to solve. 2 questions were asked for the same scenario making it further scoring. Cause and Effect and Course of Action questions too were on the easier side. In context statements were overall straight forward barring one or two where there could be ambiguity. On Day 2, the question type and difficulty level remained more or less the same.

Reading Comprehension

The overall break-up of the questions was as follows:

Area Easy Medium Difficult Total
Passage – Inflation 4 0 1 5
Passage – Time 2 2 1 5
Total 4 9 2 10

The test had only 2 RC passages of medium length. The passages were also easy to comprehend. Further, the questions did not have close options. As the topic indicates, the passage on Time was a little philosophical in nature. The passages had 5 questions each with 1 question each on the medium to difficult side. On Day 2, there wasn’t much difference with regards to the difficulty level of RCs or the questions asked.

Quantitative Aptitude (20 questions)

Questions based on this area were relatively easy with a few tricky questions ,which could have got the test taker stuck. A good strategy for these questions is to move on if you do not figure out your approach within the 1st 30 seconds. The questions were distributed across Arithmetic (about 4-5 questions with one each on Profit & Loss, Simple & Compound Interest ,Time speed & Distance, Averages etc), Modern Math (4 questions - 2 Probability and 1 on Permutation & Combination,1 on Sequences and series), Geometry (6-7 questions including 2 sets one of 3 questions and one of about 2 questions .This was one of the surprise elements in Quantitative Aptitude as figure based questions and specially set based ones in Geometry like this have never appeared in CET. Both the sets were based on properties of circles. 2 questions were based on 3-D Objects i.e Cuboids and Cylinders), with 1-2 questions each on Numbers and Algebra .5 of these questions were in the nature of Quantitative Comparison, which is quite a common question asked in CET. There were no questions on BODMAS. On Day 2, a question each appeared on pipes and cisterns; and partnership instead of profit & loss. The speed & distance question too was related to upstream and downstream scenario. In comparison to Day 1, quant in Day 2 seemed to be difficult, definitely in terms of the question types.

Visual Reasoning

This area is most challenging for a lot of students in the online format and can be a make or break area. A total of around 25 questions asked in this area with questions being asked on Completion of series ( both 5 figure as well as 6 figure ), Find the missing figure in the series and 4 figure Analogies. Again this area had a mix of easy and medium level questions. The most appropriate strategy here again would be to not get stuck at questions and move as there were a lot of easy questions to fall back on here as well. On Day 2, around 15 questions were asked from series completion, 5 questions from Odd Man Out and 5 questions from Analogy. Some students were reported to have found some figures in Visual Reasoning questions quite unclear.

Data Interpretation & Data Sufficiency

A total of 4 sets of 5 questions each in the first slot were based on Data Interpretation. 2 of the sets, one the caselet based on airfares between various cities and the table (based on toll collection) were quite direct and easy in calculations. Both these sets should have definitely been attempted. The line graph (based on Income of different years of 3 companies) and bar graph (based on sales of different types of books) would challenge your analytical and observations skills a bit. However, these too once analyzed well were not that difficult. On Day 2, students found a DI set containing a hexagonal figure difficult. One set was from Venn diagrams.

Data Sufficiency ( 2-statement) had about 5 questions on Quantitative Aptitude (more arithmetic based i.e Percentages, Profit & Loss etc) and 5 on Logical Reasoning (Arrangements, Comparisons, Directions etc).Though not easy ,but this was a high scoring area . An important point to note here was that like in Data sufficiency questions where options appear in a standard option format, it was not so the case here. For example if in a question you had the option Question can be answered by statement 1 alone as the first option, in the next question it might appear in the 4th option, So don’t fall into the trap of getting the answer right and marking the wrong option.

Logical reasoning

Quite a few of the arrangement sets here were time consuming, but once you analyzed the sets it would mean around 5-7 marks in your pocket. Students found at least 2 out of 4 LR sets difficult. One on linear arrangement involved half people in sitting position facing north and the remaining half in sitting position facing south. Students found this question difficult. Symbol based family tree though easy had appeared in the CET for the first time. Symbol based logic (conclusion) had appeared in a far easier format as in it did not involve decoding. The inequalities were mentioned directly and conclusion statements were based on those. These were easy and quick to solve.

The approximate break up across topics was follows.

Topic No of Questions Level of Difficulty
Arrangements 4 sets ( around 28 questions) Medium
Sequential Input Output 6 questions Medium
Symbol based logic (Conclusion) 6 questions Easy
Symbol based family tree 5 questions Easy to Medium
Coding (Sentence based) 5 questions Easy to Medium
Coding (Alphabet based) 2 questions Easy
Series (Wrong element) 6 questions Easy to Difficult

Results are expected to be declared on 21st April. JBIMS cutoff as per IMS experts is expected to be around 135+ and the actual CET 2014 cut-off was between 140-145 for Home university open candidates.


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