MICAT II February 2018 Test Analysis

MICAT or MICA Admission Test is the MBA entrance exam for MICA, Ahmedabad.

MICAT II was held on February 17, 2018. All students reported receiving the same paper with the same order of questions eliminating uncertainties over grading and normalization. The test’s on-boarding process was smooth.

The overall difficulty level of the test was the same as that of MICAT I. The Verbal Ability section was also similar to MICAT I in terms of difficulty. The General Awareness section was slightly on the easier side while the questions in the Divergent Convergent Reasoning and Quantitative Analysis sections were a bit tougher than the December test.

Similar to MICAT I, the Psychometric test was the last section in this year’s test. There were 25 questions on General Awareness. Also, the maximum marks for every question in the Descriptive test were mentioned in this year’s test.

The test comprised three sections:

  • Section – 1
    • Descriptive Test >> 4 Questions

  • Section – 2
    • Divergent Convergent Reasoning >> 30 Questions
    • General Awareness >> 25 Questions
    • Verbal Ability >> 25 Questions
    • Quantitative Analysis >> 25 Questions

  • Section – 3
    •  Psychometric Test >> 36 Questions

35 minutes were allotted for Section 1 (Descriptive Test).

105 minutes were available for Section 2.

25 minutes were provided for Section 2 (Psychometric test).

During each section, the candidates were not allowed to navigate to any other section. Sections 1 and 3 carried no negative marking while wrong attempts in Section 2 would attract a subtraction of 0.25 marks.

As per the selection process released by MICA this year, the Descriptive tests of only those candidates would be evaluated who qualify in the Psychometric test and clear the cut-off for Section 2.

Section - 1 (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 based on ‘Start-ups’. For the first two questions, students had to write three points for and against the topic ‘Start-ups are adventurous’. These two questions carried 10 marks each.

In the third question, students had to write a 3-point guideline that would enable start-ups to become established companies. The 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 an intersection of bridges on an expressway, a market at night bustling with people, an ‘information tunnel’ consisting of numerals and alphabets, and a galaxy with a tennis ball as its Sun. This question carried forty marks.   

Section – 2A (Divergent Convergent Reasoning)

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

The verbal reasoning questions were of moderate level of difficulty.  

Topic No. of Qs. Level
Word Association 15 10 Difficult, 5 Moderate
Statement Assumption 3 1 Easy, 2 Moderate

The non-verbal reasoning questions in the section were also of 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 8 questions)
Odd man out 3 Moderate
Analogies 3
Complete the series 2
Logical Data sufficiency (Total 4 questions)
Relations. Directions and Coding based 4 Moderate

A student should have attempted 18-19 questions in 30 minutes with 80-85% accuracy in this section.

Section – 2B (General Awareness)

This section consisted of 25 questions this year. Out of 25, 19 were on National issues while 6 were on international topics. Also, 17 questions were of static type while 8 were on current affairs.

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

8 questions could be classified as being easy; 11 were medium and 6 were clearly difficult.

Candidates with good knowledge about such topics could have attempted about 11-12 questions in 10 minutes with 80% accuracy.

Section – 2C (Verbal Ability)

This section consisted of jumbled paragraphs, synonyms/antonyms, 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 3 3 Moderate
Jumbled Paragraph – 4/5 sentences 5 3 Easy, 1 Moderate, 1 Difficult
Identify the correct sentence  3 1 Easy, 2 Moderate
Synonyms/Antonyms of the highlighted word used in the sentence 4 2 Moderate, 2 Easy
Reading Comprehension – 1 Passage 5 4 Easy, 1 Difficult
Complete the paragraph 1 1 Moderate
Preposition-based FIB 1 1 Easy
Grammar-based correct sentence 1 1 Easy
Meaning of underlined idioms/ Idioms-based FIB 2 1 Moderate, 1 Difficult

 Students should have targeted attempting about 19-20 questions in about 25 minutes with about 80% accuracy.

Section – 2D (Quantitative Ability)

There were 25 questions in the section. Most of the questions were of moderate difficulty. There were hardly any questions that would have qualified as sitters. Some students reported that they felt 1 question had an error in it as the appropriate answer option was not mentioned.

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

Type of questions Number of questions Level of difficulty
Number 1 1 Easy
Algebra 1 1 Moderate
Arithmetic 7 7 Moderate
Modern Mathematics  
Sequence-Series 1 1 Difficult
Set Theory 2 1 Easy, 1 Moderate
Functions 2 1 Easy, 1 Moderate
Quadrilateral 1 1 Difficult
Trigonometry 2 1 Easy, 1 Moderate
Circles 2 1 Easy, 1 Moderate
Condition-based data set   
Set 1 3 Easy- Moderate
Set 2 3 Easy- Moderate

An attempt of about 16-17 questions in 40 minutes at 85% accuracy would be considered a good attempt.

Section - 3 (Psychometric Test)

There were 36 questions in this section. The test instructions released by MICA mentioned that it was necessary to attempt all the questions in this test and failure to do so would lead to disqualification of the candidate. In this section, there were no correct or incorrect responses.

In the first set of questions, there were three options for each question about a particular personality trait. Students had to select any single option. There were 10 questions of this type.

The second set of questions asked one to choose from a set of two arguments and to rate them in accordance with one’s personality traits. Around 16 questions were based on this pattern. 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 left
  2. Strongly agree with the statement on the left
  3. Moderately agree with the statement on the left
  4. Very Strongly agree with the statement on the right
  5. Strongly agree with the statement on the right
  6. Moderately agree with the statement on the right

In the third set of questions, 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 should attempt each question honestly.

Students clearing the sectional cut-offs along with the Psychometric and Descriptive sections and securing about 46-48 overall can expect a call for the GD-PI round. 

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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