MICAT I (December 2018) Test Analysis

MICAT or MICA Admission Test is the ONLINE entrance exam for PGDM – C (MBA) from MICA, Ahmedabad.

Generally MICAT is held twice for admission to the batch in the ensuing year. MICAT – I in December and MICAT II in February for the batch commencing in June/July.

MICAT I was held on December 1, 2018. The students reported that the paper was the same for everyone with questions in the same order. The on-boarding process of the test was smooth.

The difficulty level was the same as that of last year. Like last year students reported that the General Awareness and Quantitative Analysis sections were on the difficult side.

There were a few changes in this year’s test. The Psychometric test was the first section in this year’s MICAT, while it was the second section last year. The Psychometric test had fewer questions than last year (27 this year compared to 36 last year). The Descriptive test was the second section. The third section comprised of the 4 usual parts onDivergent Convergent Reasoning, Verbal Ability, Quantitative Analysis and General Awareness.

Sectional breakup:

Section Name No. Of Questions Time allocated
1. Psychometric 27 25 minutes
2. Descriptive 4 35 minutes
3. A. Divergent Convergent Reasoning 30 105 minutes
B. Verbal Ability 25
C. Quantitative Ability 25
D. General Awareness 25

This year the test provided a 1-minute break between the different Sections.
The candidates were not allowed to navigate between sections. The Psychometric and Descriptive tests carried no negative marking. In Section 3 each question carried 1 mark and attracted negative marks of 0.25 for each incorrect response.
In the previous years, the instruction before the Psychometric test used to inform the students that ‘the Psychometric test was a qualifier and any un-attempted questions would lead to a disqualification’. However, this year’s instructions stated that ‘No marks would be provided for any un-attempted question in the Psychometric test’.

Section - 1 (Psychometric Test)

There were 27 questions in this section. In this section, there were no correct or incorrect responses.

In the first questions, the students were provided with a list of 30 personal traits/characteristics. Students had to enter 10 characteristics that would best describe their personalities. A text box was provided at the bottom of 30 characteristics. The instructions for the question stated that the 10 characteristics had to be entered separated by a comma. For example:  the student had to enter 2,4,6,11,15,21,24,25,28,29.

In the next set of questions (Q2-17), there were six options for each question about a particular personality trait. Students had to select any single option.  These questions asked one to choose from a set of two arguments and to rate them in accordance with one’s personality traits. One statement was presented on the left and another was on the right side of the screen. The six options from which students needed to mark their answer were:

  1. Very Strongly agree with the statement on the right
  2. Strongly agree with the statement on the right
  3. Moderately agree with the statement on the right
  4. Very Strongly agree with the statement on the left
  5. Strongly agree with the statement on the left
  6. Moderately agree with the statement on the left

In the third set of questions (Q 18-27), the students had to rank 6 actions/response sentences in the given question in an order of decreasing importance. Around 10 questions were of this type. For someone accustomed to taking psychometric tests, this section was simple and less time consuming. Students are advised not to have pre-conceived notions about which option constitutes the perfect answer. Instead, they were asked to attempt each question honestly.

Section - 2 (Descriptive Test)

This section tested the analytical and descriptive writing ability and creative skills of test-takers. The total time given for attempting these questions was 35 minutes. The first three questions were related to each other. Students reported that the topic for the first three questions was ‘Equality is a myth’.For the first two questions, students had to write three points each, ‘for’ and ‘against’ the topic. These two questions carried 10 marks each.

In the third question, students had to write a 300 word answer to ‘suggest steps in which an equal world can be created’. The question clearly stated that the points for the third question should not include the points stated in the first two questions.Twenty marks were allocated to this question.

The fourth question in this section consisted of four pictures. Students had to write down a particular pictorial combination (A-B-C-D or D-C-B-A or any such combination) and explain it with the help of a story. The pictures were related to a number of old cars in a parking lot, red blood cells, a withered tree leaning against a brick wall and another leafy tree, and an emoticon conveying a puzzled state with a magnifying glass in front of one of its eyes’. This question carried 40 marks.

Section –3A (Divergent Convergent Reasoning)

The Reasoning section combined 30 word-association, statement-assumption, data sufficiency and visual reasoning questions.

Topic No. of Qs. Level
Word Association 10 3Difficult, 5 Moderate, 2Easy
Statement Assumption 3 1 Easy, 2 Moderate

The non-verbal reasoning questions in the section were of easy-to-moderate level of difficulty. Following was the break-up of the non-verbal reasoning questions in the section:

Type of questions Number of questions Level of difficulty
Visual Reasoning (Total 9 questions)
Odd man out 4 Easy-Moderate
Analogy 3
Complete the series 2
Logical Data sufficiency (Total 8 questions)
Relations. 3 Easy-Moderate
Directions 2 Easy-Moderate
Comparison 2 Easy
Arrangement 1 Easy

In this section ,19-20 questions in 30 minutes with 80-85% accuracy would have been considered a good attempt

Section –3B (Verbal Ability)

This section consisted of jumbled paragraphs, synonyms, double blanks, sentence errors, paragraph completion, idiom-based questions and a Reading Comprehension passage. Like last year, only 1 RC passage was present this year. The passage was on the easier side.

Topic No. of Qs. Level
Double FIB 1 1 Moderate
Jumbled Paragraph – 4/5 sentences 4 2 Easy, 2 Moderate
Identify the correct sentence 2 2 Moderate
Synonyms of the highlighted word used in the sentence 2 2 Moderate
Reading Comprehension – 1 Passage 5 3 Easy, 2 Moderate
Antonym 1 1 Easy
Preposition-based FIB (4/5 blanks) 3 2 Easy, 1 Moderate
Complete the last sentence of the passage 2 2Moderate
Phrase-based FIB 2 2 Easy
Meaning of underlined idioms/ Idioms-based FIB 3 3 Moderate

In this section, 19-20 questions in about 25 minutes with around  80% accuracy would have been considered a good attempt

Section –3C (Quantitative Ability)

There were 25 questions in the section, out of which 18 questions were on quantitative ability and 7 questions were on Data Interpretation. The Quantitative Ability section was dominated by 10 Arithmetic questions and then followed by 6 Modern Math questions. Surprisingly, not a single question was of Geometry or Algebra. There were 2 questions from Numbers. Most of the questions were based on elementary concepts but were time-consuming. Overall, the section was moderate to difficult.

There were two sets on Data Interpretations. One set had one bar graph of sales of two companies and table of profit percentage of those two companies. While the other set had one line graph of sales and production of one company and a table of ratios of sales of production of two companies including the one, of which sales and production numbers were given. Both the sets were quite similar and all the questions were based on calculation. The difficulty level was moderate.

Following was the break-up of the questions in the Quantitative Ability section:

Types of questions Number of questions Level of difficulty
Percentages 1 Moderate
Profit & Loss 4 Moderate
Ratios 3 Easy
Time Speed & Distance 2 Moderate to Difficult
Numbers 2 Moderate
Modern Maths
Set Theory 1 Moderate
Venn Diagram 2 1 Easy, 1 Difficult
Permutation & Combination 2 Moderate
Series & sequences 1 Difficult
Data Interpretation    
Bar Graph + Table 4 Moderate to Difficult
Line Graph + Table 3 Moderate

In this section,an attempt of about 13 - 15 questions in 40 minutes with 85% accuracy would have  been  considered good .

Section –3D (General Awareness)

This section consisted of 25 questions this year. Out of 25, 17 were on National issues while 8 were on international topics. Also, 18 questions were of static type while 7 were on current affairs. Overall, the section was of the same difficulty level as last year’s MICAT.

The questions were about business, government, politics, ad agencies, laws and acts, and logos.

8 questions could be classified as being easy; 13 were medium and 4 were clearly difficult.

In this section, an attempt of 10-11 questions in 10 minutes with 80% accuracy would have been considered good .


Students qualifying in the Psychometric andsecuring an overall score of  47-49in Sections 3A to 3D can expect a call for the GE-PI round (subject to their fulfilling the other criteria*)

Those who have attempted IMS test pack on MICAT (a series of 5 tests) would have found that the level of difficulty and the nature of the questions in these tests, as well as the structure of the paper similar to those asked in the actual MICAT.




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