9th February 2019 (9:00 am - 12 Noon)
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 II was held on February 9, 2019. 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.
MICAT - II replicated MICAT-I in structure, and the difficulty level of different Sections. Like MICAT I, students reported that the General Awareness and Quantitative Analysis sections were difficult.
The Psychometric test was the first section. The Psychometric test had 27 questions. The Descriptive test was the second section. The third section comprised of the 4 usual parts on Divergent Convergent Reasoning, Verbal Ability, Quantitative Analysis and General Awareness.
|Section||Name||No. Of Questions||Time allocated|
|3.||A. Divergent Convergent Reasoning||30||105 minutes|
|B. Verbal Ability||25|
|C. Quantitative Ability||25|
|D. General Awareness||25|
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 was worth 1 mark and attracted negative marks of 0.25 for each incorrect response.
In the previous years, the instructions before the Psychometric test used to inform the students that ‘the Psychometric test was a qualifier and any un-attempted questions would lead to disqualification’.
However, this year’s instructions stated that ‘No marks would be provided for any un-attempted question in the Psychometric test’.
There were 27 questions in this section. In psychometric tests, there are no correct or incorrect responses.
A list of 30 personal traits/characteristics made up the first question. Students had to enter 10 characteristics that would best describe their personalities. A text box was provided at the bottom of the list. 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:
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 preconceived notions about which option constitutes the perfect answer. Instead, they were asked to attempt each question honestly.
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 ‘Does social media presence leads to damage to reputation ’. 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 to young professionals on enhancing one’s reputation on social media’. 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 design resembling eye glasses on a cloth, some berries, top-view of an office building complex with a couple of tennis courts, and a monster’. This question carried 40 marks.
The Reasoning section combined 30 word-association, statement-assumption, data sufficiency and visual reasoning questions.
|Topic||No. of Qs.||Level|
|Word Association||10||2 Difficult, 5 Moderate, 3 Easy|
|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||2||Easy-Moderate|
|Complete the series||2|
|Logical/Quantitative Data sufficiency (Total 8 questions)|
|Profit and Loss, Time & Work||2||Easy-Moderate|
In this section ,19-20 questions in 30 minutes with 80-85% accuracy would be considered a good attempt
This section consisted of jumbled paragraphs, synonyms, double fill in the blanks, sentence errors, paragraph completion, idiom-based questions and a Reading Comprehension passage. Like MICAT 1, only 1 RC passage was present this year. The passage was moderately difficult.
|Topic||No. of Qs.||Level|
|Double FIB||1||1 Moderate|
|Jumbled Paragraph – 4/5 sentences||5||3 Easy, 2 Moderate|
|Identify the correct sentence||2||2 Moderate|
|Synonyms of the highlighted word used in the sentence||1||1 Moderate|
|Reading Comprehension – 1 Passage||5||2 Easy, 3 Moderate|
|Preposition-based FIB (3/4/5 blanks)||4||2 Easy, 2 Moderate|
|Complete the last sentence of the passage||2||2 Moderate|
|Idiom/Phrase-based FIB||4||4 Easy|
In this section, 19-20 questions in about 25 minutes with around 80% accuracy would have been considered a good attempt
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 7 Arithmetic questions followed by 3 questions each of Modern Maths, Numbers and Algebra. Surprisingly, there were 3 questions on Inequalities. There were 2 questions from Geometry. 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. Both the sets had questions that were based on calculation. Some students reported ambiguity in some of the questions in the sets. The overall difficulty level of these sets was moderate.
Following was the break-up of the questions in the Quantitative Ability section:
|Types of questions||Number of questions||Level of difficulty|
|Profit & Loss||3||Moderate|
|Time Speed & Distance||1||Moderate|
|Properties of Numbers||1||Difficult|
|Permutation & Combination||1||Easy|
|Series & sequences||1||Difficult|
|Mensuration||2||1 Medium, 1 Difficult|
|Bar Graph + Line Graph (Combination chart)||3||Easy-Moderate|
|Bar Graph + Line Graph||4||Moderate|
In this section, an attempt of about 13 - 15 questions in 40 minutes with 85% accuracy would be considered good .
The GA section consisted of 25 questions. Out of 25, 17 were on National issues, 3 were on international topics and 5 were on miscellaneous topics. Also, 12 questions were of static type while 13 were on current affairs. Overall, the section was of the same difficulty level as MICAT I.
The questions were about business, government, politics, appointments, authors and awards.
9 questions could be classified as easy; 11 as medium and 5 as difficult.
In this section, an attempt of 10-11 questions in 10 minutes with 80% accuracy would be considered good .
Students qualifying in the Psychometric and securing an overall score of 47-49 in 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 were similar to those asked in the actual MICAT.