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GMAT exam Format | GMAT Course Contents | GMAT Course Outline | GMAT exam Syllabus | GMAT exam Objectives


Overview of Lesson Plan Key Content Covered
1&2 An introduction to GMAT.
Handing over Princeton Review
Book and GMAT.cz Package
DVD from the course book and an
insight into the logic of GMAT.
Introducing the idea of the skills
to be developed
An outline and brief description of
each the Verbal sections
Answering questions general from
the student.
Introduction to memory
improvement techniques
GMAT introduction
Princeton Review Book and
GMAT.cz Package
Basic exam structure review
including description of CAT
The GMAT scoring scale
Verbal sections defined
Memory improvement techniques
Home assignment: GMAT intro
quiz
3&4 Definition of terms for the
Quantitative Section of the
GMAT.
Answering questions related to
this subject coming from the G2
course preparation test.
Foundation of basic arithmetic.
Definition of terms
Properties of integers
Fractions
Decimals
Home assignment: Arithmetic
practice questions (not from
GMAT test)
5&6 Continuation of the foundation
in basic arithmetic.
Real Numbers
Ration & Proportion
Percents
Powers & Roots of Numbers
Descriptive Statistics
Sets
Counting Methods
Discrete Probability
Home assignment: Arithmetic
practice questions (not from
GMAT test)
7&8 Critical Reasoning 1
An introduction to Critical
Reasoning part of GMAT and the
history and changes of the section
Description of how CR skills are a
good place to start for the
Reading Comprehension
Very basic outline of the 4 basic
parts of an argument (greater
detail in Critical Reasoning 2)
Explanation of how this section
falls into 8 categories (greater
detail in Critical Reasoning 2)
Principles on how to identify
these categories and logically
approach them.
Argument construction
Argument Evaluation
Formulating and Evaluating a plan
of Action
Home assignment: easy examples
from Bin1
9&10 Fundamentals of Algebra.
Explanation of how important this
topic is and in how many
questions will involve the use of
these fundamentals.
Reviewing first year High School
but in the GMAT paradigm.
Simplifying Algebraic
Expressions
Equations
Solving Linear Equations with one
Unknown
Solving Linear Equations with two
Unknowns
Solving Equations by Factoring
Solving Quadratic Equations
Exponents
Home assignment: Algebra
practice questions (not from
GMAT test)
11&12 Fundamentals of Algebra
finished
An introduction to problem
solving with equalities and
inequalities involving multiple
variables and solutions
Explanation of principle of
plugging-in (to be covered in
detail in later lesson)
Inequalities
Absolute Value
Functions
Solving Equations
Solving Inequalities
Transforming Algebra into
Arithmetic
Home assignment: Algebra
practice questions (not from
GMAT test)
13&14 Introduction to Sentence
Correction
Areas of grammar which are
typically covered in the GMAT
are outlined and students will
review the basics
A few grammar drills designed to
help review each area and affirm
knowledge
Pronoun Agreement
Pronoun Ambiguity
The Test Masters Catalog of
Idioms
Misplaced Modifiers
Parallel Construction
Verb Tenses, Part One
Subject/Verb Agreement
Home assignment: Grammar review
questions
15&16 Sentence Correction 1
Grammar areas are completed as
an introduction
Grammar drills focused on the
topics covered
Feedback and explanations
designed to isolate weaknesses
and homework allocated
accordingly
Noun Agreement
Comparison Words
Quantity Words
Redundancy
Verb Tenses, Part Two
The Subjunctive Mood
Home assignment: Grammar review
questions
17&18 Fundamentals of Geometry
The final area of math
fundamentals essential to the
GMAT
Shown to be not as important as
algebra but a key area where
candidates should be confident
A few example questions for each
topic to help visualise and
understand principles in GMAT
test environment
Lines
Intersecting lines and angles
Perpendicular lines
Parallel lines
Polygons (convex)
Triangles
Quadrilaterals
Geometry
Home assignment: Geometry
practice questions (not from
GMAT test)
19 & 20 Fundamentals of Geometry
finished
More example test questions and a
review of all the courses from
Geometry
Focused effort on Coordinate
Geometry as the largest part of
the field needed in GMAT
Circles
Rectangular solids and cylinders
Surface areas
Volumes
Coordinate Geometry
Home assignment: Geometry
practice questions (not from
GMAT test)
21&22 An introduction to studying
Comprehension and the GMAT
test question structure
Presentation on the value of
developing studying techniques
Brief introduction to fundamental
techniques of how to effectively
approach GMAT studying
Comprehension questions
Description of the 3 subject fields
that these questions will come
from
An outline of what is meant by
interpretive, applied and
inferential test questions
Definition of terms
studying Comprehension structure
Approach techniques
Subject field overview
Home assignment: 2 real
Reading Comprehension test
questions from Bin1
23&24 Review of key points from
previous 2 lessons
Feedback from home assignment
Focused suggestions
real previous GMAT questions
from Bin2
Comprehension tips
Test questions
Home assignment: revise key
points from studying
Comprehension
25&26 Introduction to Data Sufficiency
Explanation of math skills needed
Overview of the wide variety of Data
Sufficiency problems which GMAT
include
Basic introduction on how to
analyze a quantitative problem
Question structure
Answering fundamentals
Definition of essential terms
Common pitfalls
Basic tips
and recognize which information
is relevant
Basic introduction on how to
determine what information is
sufficient to solve a given
problem
Very important tips to remember
from the very beginning
supported by basic interactive
drills
Definition of terms and why they
need to be memorized
Common pitfalls to avoid
Approach techniques
Basic interactive drills
Home assignment: 2 test questions
from Bin1
27&28 Review of Data Sufficiency
efficient methodology
Feedback from home assignment
Interactive drills designed to Boost
the approach of candidates to the test
questions using the methodology
taught combined with their own
natural intelligence, logic process
and experience
Review of the wide variety of Data
Sufficiency problems which GMAT
include
Methodology review
Feedback
Interactive drills
Home assignment:2 Questions
from Bin2
29&30 Critical Reasoning 2
A quick review of what was
covered in Critical reasoning 1
Candidates are given tips on how
to prepare their brains to approach
these types of Questions
The 4 main parts of an arguments
structure is described and broken
down into more detail
A detailed look into the structure
of the 8 types of argument
questions
Brain preparation tips
Premises, conclusions, assumptions,
inferences
Assumption
Strengthen the argument
Weaken the argument
Inference
Parallel the reasoning
Resolve or explain
Evaluate an argument
Identify the reasoning
Home assignment: review the 4
parts of an argument and the 8
types of GMAT Critical
Reasoning questions
31&32 Review home assignment
Outline main tips for efficiently
gaining maximum points from
this section
Interactive drill with Critical
Reasoning questions from Bin2
Reminder of rudiments of GMAT
logic not formal logic
Critical Reasoning Bin 2
Tips
GMAT logic
Home assignment: 2 Bin 2 GMAT
test questions
33&34 Problem Solving 1
A brief overview of what GMAT
Problem Solving questions look
like and a reminder of the math
skills reviewed from Arithmetic,
Algebra and Geometry
An introduction to the principle of
effective exam question
answering:
When to shortcut/fully solve/plugin answers
An introduction to the principle of
the Process of Elimination
How to avoid partial answers
How to spot crazy answer
choices
The absolute importance of
avoiding the answers that Joe
Bloggs would choose in harder
questions
Arithmetic, Algebra and Geometry
Shortcut/fully solve/plug-in
POE
Partial answers
Crazy answers
Joe Bloggs
Home assignment: Quick
overview of lesson content
35&36 Problem Solving 2
Review of Problem Solving
questions key points from home
assignment
Introduction to rate, work, function,
probability, combination and
Rate problems
Work problems
Mixture problems
Measurement problems
permutation problems (will be
covered in detail in a separate lesson)
How to approach interest rate
problems and basic statistics like
mean, median, mode, and standard
deviation
Rate
Work
Probability
Combination and permutation
Interest rates
Statistics
Standard deviation
Home assignment: GMAT test
questions from Bin 1/2
37&38 Sentence Correction 2
Review foundations of grammar
from Sentence Correction 1
Introduce GMAT English rules
and logic and accepting the fact
that this is not about pure
grammar in the normal world
Description of the types of errors
that are tested in GMAT Sentence
Correction test questions
Explanation of how the test
writers decide upon the 4
alternative options they provide in
the test
Describe POE technique
Candidates will go through Bin 1
questions to drill the various
points brought up
Brief grammar review
GMAT English principles
Use Your Ear
Contextual Clues
Simplicity is Bliss
Sentence Fragments
Parallel Construction Error
Faulty Comparison
Punctuation
Word Confusion
Adjective/Adverb Error
Correct pronoun usage
Disagreement Between Subject and Verb
Verb Tense Error
Misplaced Modifier
Incorrect Idiomatic Expression
POE technique
Sentence Correction Bin1 drill
Home assignment: 2 Bin 2 test
questions
39&40 Sentence Correction 3
Feedback from home assignment
Review POE technique
Focused in depth coverage of the
typical areas of focus
Bin 3 drilling
Sentence Correction typical areas
of focus
Home assignment: review of
typical areas of focus and 2
questions from Bin 3



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Admission-Tests exam Questions

Admissions officials Urge colleges to position Standardized-trying out policies to the verify | GMAT PDF Braindumps and Study Guide

colleges may still scrutinize their standardized-trying out necessities and examine whether those policies serve the public decent. They should continually examine the extent to which ACT and SAT scores help predict scholar results and publicly share the results. and that they should still present candidates “simplicity and readability” concerning the role of exams in “a time of complexity and heightened anxiety in regards to the school admission system.”

those concepts come from a record launched on Tuesday by the countrywide association for college Admission Counseling, or NACAC. It urges schools to consider how standardized exams can undermine school entry and equity. That longstanding situation has intensified considering the fact that Covid-19 disrupted the total training equipment, combating many college students from taking the ACT and SAT.

this is a time to accept as true with the neatly-being of bigger education in its place of simply taking a look at your personal institutional hobbies.

The document became written through a unique panel of admissions officers and college counselors who at the beginning got down to check testing challenges faced by using candidates outdoor the united states. After Covid-19 arrived, the panel expanded its focal point to assess the implications of the pandemic on using standardized exams extra widely.

Their file, “ensuring All college students Have access to greater schooling: The role of Standardized testing in the course of Covid-19 and past,” offers an chiefly powerful rendering of the massive function that the ACT and SAT play in bigger education’s advanced ecosystem, an argument that The Chronicle described in a latest in-depth article. unlike many mealy-mouthed files that line the shelves of academe, the new document — a obviously worded call to action — has the urgency of a blaring alarm.

although the remarkable crisis has induced tons of of faculties to at the least quickly adopt verify-non-compulsory guidelines (out of necessity, if not conviction), the panel sought to frame fundamental questions on assessments that may have lasting answers. After the pandemic recedes, “we cannot with ease ‘go lower back to usual,’” the file says. “The tenuous draw close they hold on a lot of their habits and guidelines has been further loosened, and they ought to adapt if they are to continue to meet their responsibility to the public good.”

John F. Latting, associate vice provost for enrollment and dean of admission at Emory university, served as the panel’s chairman. Its aim, he informed The Chronicle on Monday, wasn’t to tell faculties which trying out guidelines to adopt. reasonably, it turned into to encourage officials to consider the motives in the back of their selections.

“this is not a time to leave unexamined your policies and procedures,” he talked about. “in case you’re an enrollment leader, president, or provost, there’s a accountability for your shoulder to be willing to do issues in a distinct method, with the general public hobby squarely in view. It’s no longer just a realistic aspect, it’s an ethical point. here is a time to consider the neatly-being of greater education as an alternative of simply looking at your personal institutional pursuits.”

The panel’s record raises many questions about testing requirements. most likely none is greater than this: within the remaining tally, are ACT and SAT requirements definitely price it? certain, the ratings from those exams may help your faculty predict student results, such as first-yr grade-element averages.

however do such merits, the panel asks, outweigh the downside of a heavy reliance on these assessments? “it's as much as associations to examine even if admission exams add sufficient price to the admission process to justify the social and fiscal costs.”

The document recommends that schools may still:

  • agree with the public respectable. consider how institutional guidelines and practices have an effect on larger training — and whether they help extend college access to greater students.
  • Be pupil-established. Articulate clear testing guidelines and appreciate that Covid-19 has exacerbated present inequities among candidates that are more likely to undergo, or enhance, if common trying out guidelines return.
  • focus on college students’ success. overview ancient facts on enrolled students to make clear the components that make a contribution to certain consequences.
  • Be transparent. deliver “obviously cited explanations” for checking out selections, sharing records that guided institutional policies, as well as statistics resulting from policy adjustments or continuations.
  • overview frequently. decide to normal assessments of institutional statistics that underpin trying out guidelines.
  • consider unintended penalties. The record describes external assessments such because the ACT and SAT as a “counterweight” to tips from excessive colleges.
  • If there’s a powerful movement far from using standardized exams in admissions, Latting noted, “we need to be sincere about how that might be eliminating an external evaluation that college students get hold of, and there are dangers there. There are layers to this. external evaluation is an attractive first rate factor, as an idea. The check-not obligatory move addresses some, however now not the entire issues linked to standardized testing requirements.”

    even though a lot of school officials undoubtedly would certainly agree that external assessments are decent in conception, in follow they’re riddled with existential problems, as the report underscores in a large number of passages. accept as true with, for example, the entire college students outdoor the us who lack access to standardized exams and ought to — in the event that they can find the money for it — go back and forth to other nations simply to bubble within the answers to diverse-choice questions about checks required through American schools (definitely, make sure to examine international students’ experiences on web page 15).

    Latting, who pointed out he had long favored the merits of standardized assessments, described how his experience on the panel helped him turn into “greater awakened to the costs and the downsides” of ACT and SAT requirements. “I’ve long felt that these gadgets were potentially good tools that, like every device, can be misused,” he pointed out. “What I did not recognize is how complicated it can also be for some college students to meet their look at various-ranking necessities with none problem and have them transmitted to faculties and universities in the united states. I simply wasn’t aware that americans have become on airplanes to fly to testing websites. They haven't grown up with their applicant pool.”

    Now, within the Covid-19 period, domestic high-school college students are experiencing one of the vital equal challenges which have long been popular to international students. From California to Georgia, there just aren’t ample check-center seats to head around. subsequently, students with the skill have trekked throughout state traces on account that March just to take the ACT or SAT amid a raging deadly virus. That has led some admissions officials to query the ethics of clinging to testing requirements all the way through a pandemic.

    “The straw that broke the camel’s lower back become when students lately went to take the ACT and shriveled Covid,” Angel B. Pérez, NACAC’s new CEO, stated in an interview on Monday.

    “trying out is so deeply embedded in their way of life that young individuals are willing to position their lives in danger because they’re involved that in the event that they don’t they will be deprived in the admissions system. that's deep. What energy do they ought to say, ‘enough is satisfactory’?”

    Pérez, who changed into in the past vice president for enrollment and student success at Trinity faculty in Connecticut, believes that the admissions career has reached a pivotal second in its longstanding relationship with school-entrance exams.

    “It’s now not just the pandemic,” Pérez said, “it’s a perfect intersection of variables coming together. They as a occupation understand that these exams aren’t moving us within the route of serving the public good and being pupil-centered. We’ve reached this level of real exhaustion with testing, and they have tons extra countrywide research and facts that shows its inequities, how testing favors the prosperous.”

    The exhaustion Pérez describes is actual. although opinions of standardized tests vary amongst admissions and enrollment officials, it’s easy to discover people that are pissed off via the value that many institutional leaders attribute to act and SAT outcomes. Some describe a continuing fight to convince presidents and trustees that slight upward push or fall in an incoming type’s look at various scores is insignificant.

    lower back in 2008, as real admissions nerds will remember, NACAC released a sweeping file on using standardized exams. although the doc, written by a panel of admissions specialists, stopped short of condemning ACT and SAT requirements, it advised colleges to constantly scrutinize their checking out requirements, to cease the usage of minimum rankings for scholarships, and to ensure that admissions guidelines account for inequities amongst candidates, together with entry to test guidance.

    the new file echoes a lot of these innovations. but this time around, the phrases are sharper, the tone is more forceful, and the cautioned movements more concrete.

    The document means that colleges requiring the ACT and SAT may still habits commonplace “predictive validity” reports and share the results; record the center 50th percentile of check rankings for admitted college students and consider more transparent reporting to allow college students to check their potentialities for admission; and weigh the have an impact on of score guidelines on “the scholar journey.”

    When is the ultimate time you concept about how your school’s trying out guidelines could encourage teenagers to take the exams repeatedly — and how that may affect their lives?

    colleges that don’t require the ACT and SAT, the record says, may still naturally explain the rationale for examine-optional policies and acknowledge that “definite populations of scholars may additionally still consider an duty to put up rankings”; explain exceptions to check-not obligatory policies (such as for scholarship consideration); share results statistics through race, ethnicity, socioeconomic status, financial support, and high school class; and “provide clear counsel about how candidates should be evaluated” in the event that they don’t put up examine rankings.

    The document is lined with a number of “name to motion” items. those encompass urging college-ranking outfits to eliminate classification-rank and standardized-testing variables from its methodologies; asking faculties to consider how rankings and other “reputational” issues shape their trying out guidelines; and inquiring for more guidance from checking out companies.

    as the record explains in Appendix D, the panel sought information from the ACT and college Board that it thought should be “publicly and easily purchasable to accurately define the student and secondary school journey with testing.” but these companies, the document mentioned, didn't reply to the panel’s questions in a well timed vogue. NACAC and its individuals, the panel suggested, should “pursue this information over time … with the intention to further inform the knowledgeable dialogue.”

    Over all, the report displays an inherent anxiety in admissions: checking out groups are major avid gamers in the entire method. In an introduction to the record, Latting writes that 2020 “is a year to companion with the school Board and ACT on check administration and equity for college kids and secondary faculties internationally.”

    Yet some passages appear to echo widespread frustrations with those identical organizations. schools, the record says, “have readily entrusted the school Board and ACT with the authority of serving as a third-birthday celebration certifier of students’ qualification for admission. but because the school-going inhabitants has grown and diversified, “testing corporations haven't been able to make certain that entry to and availability of verify administrations, the excellent of the testing experience, and the integrity and validity of check ratings are preserved normally.”

    In a written observation, the college Board talked about: “schools needless to say because of the pandemic there are limited opportunities for college kids to take a university entrance exam. The college Board has urged schools to be flexible in admissions for the upcoming admissions cycle. within the long term, because the admissions process is capable of stabilize put up-covid-19, they are able to assist their greater ed participants as they transition returned to requiring verify ratings, or as they enforce permanent new policies. they now have always endorsed that schools use examine ratings in context, as one a part of a holistic admissions method, to make more equitable and inclusive admissions choices.”

    The ACT also issued a written statement, asserting: “while most of the claims in this document aren't supported by using longstanding ACT and exterior research, they invite an open and honest dialogue with contributors of the NACAC task drive as a subsequent step in their continued collaboration with faculty admissions professionals. Their need is to have interaction more carefully with stakeholders who are concerned within the faculty admission system, to truthfully determine the critical issues outlined in this document.”

    Robert A. Schaeffer, period in-between government director of the national middle for fair & Open testing, referred to as FairTest, stated NACAC’s record provides constructive tips to faculties.

    “NACAC is on the right track in posing the primary query about the ACT and SAT: ‘Does the cost justify the expenses?’” he wrote in an e-mail. “Prescription drugs need to display that they are safe and constructive before they can be standard. in a similar fashion, the burden of proof may still be on the testing industry and admissions places of work that require rankings to demonstrate that the assessments are fair, accurate and constructive. in keeping with the facts bolstered by the brand new NACAC record, existing undergraduate admissions tests fail to satisfy these fundamental standards.”

    The panel’s report isn’t a list of solutions. however it’s a document full of well timed, compelling questions that aid capture the tradeoffs inherent in testing.

    In its fresh article, The Chronicle requested: “If an admissions policy disproportionately harms low-income and underrepresented minority students, is it right, in this damaged world, to dangle to that policy?”

    The file places it like this: “If standardized trying out perpetuates or worsens inequities, and if it is to continue to be a part of the undergraduate admissions method in any respect, it ought to acquire essentially the most stringent of reports.”

    update (Aug. 18, 2020, 1:40 p.m.): this text has been up-to-date with responses from the college Board and ACT.


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