MICAT 2020 Analysis

Section

Name

No. Of Questions

Type of Questions

Difficulty

A

Psychometric Test

150

MCQ

Easy

B

Descriptive Test

4

Non MCQ

Easy

C

i. Divergent and Convergent Thinking

30

MCQ

Hard

ii. Verbal Ability

25

Hard

iii. Quantitative Ability Data Interpretation

25

Hard

iv. General Awareness

25

Hard

Section-wise in-depth analysis
Section A PSYCHOMETRIC TEST
This segment had 150 questions. There are no correct or wrong answers to psychometric assessments. The answers are tested to gain insight into the mental capacities and processes of the respondents. Situations for which the candidate had to answer with True or False were posed by about 30 questions. Candidates had to select one of the following options:
  • Totally Disagree
  • Strongly Disagree
  • Disagree
  • Somewhat Disagree
  • Somewhat Agree
  • Agree
  • Strongly Agree
  • Totally Agree
 
Section B DESCRIPTIVE TEST
The analytical and descriptive writing ability and creative skills of test-takers were evaluated in this segment. The total time given for these questions to be tried was 30 minutes. They were linked to each other with the first three questions. For the first three questions, the theme was ‘The environment is a resource for consumption.’ Students had to write three points each,’ for’ and ‘against’ the subject, for the first two questions. These two questions each bore ten marks.
In the third issue, students had to write a 300-word response to ‘suggest 3 forms in which young professionals could stay away from the controversy over the climate.’ On this issue, twenty marks were assigned. In this segment, the fourth question consisted of four images. With the aid of a novel, students had to write down a specific pictorial combination (A-B-C-D or D-C-B-A or some such combination) and describe it. 

Section C (4 Sub-sections)
(i) Sub-section: DIVERGENT AND CONVERGENT THINKING
30 word-association, statement-assumption, data sufficiency and visual reasoning questions were merged in the Reasoning portion. In general, questions used to have 5 options in this segment. However, like MICAT-I, MICAT-II had only 4 choices this year as well. There was a moderate degree of complexity in the non-verbal reasoning questions in the section.

(ii) Sub-section: VERBAL ABILITY
This section consisted of jumbled paragraphs, synonyms, double blanks, mistakes in sentences, completion of paragraphs, questions based on idioms, and a passage on Reading Comprehension. Only 1 RC passage was present, like MICAT-I. The passage and the questions were, however, slightly difficult.

(iii) Sub-section: QUANTITATIVE ABILITY AND DATA INTERPRETATION
The section comprised 25 questions, out of which 22 were on quantitative skill and 3 were on data interpretation. 9 Arithmetic questions dominated the Quantitative Skill section. The segment was, overall, slightly more difficult than MICAT I. One collection was available on Data Interpretation. The set had a typical bar graph in which a break-up of the output quantity of 5 years of coffee and tea was produced.

(iv) Sub-section: GENERAL AWARENESS
The segment on General Awareness consisted of 25 questions. 10 were on national issues out of 25 questions, while 9 were also on international topics. 6 questions were of different kinds (logos, taglines, etc.). 18 questions were mostly of a static kind, while 7 were on current affairs. The section was more difficult overall than MICAT I. Business, government, politics, ad agencies, laws and acts, and logos were the questions. Four questions could be graded as simple; 14 as medium and 7 as difficult.
 

MICAT 2019 Analysis

Section

Name

No. Of Questions

Type of Questions

Difficulty

A

Psychometric Test

150

MCQ

Easy

B

Descriptive Test

4

Non MCQ

Easy

C

i. Divergent and Convergent Thinking

30

MCQ

Hard

ii. Verbal Ability

25

Hard

iii. Quantitative Ability Data Interpretation

25

Hard

iv. General Awareness

25

Hard

Section-wise in-depth analysis
Section – A PSYCHOMETRIC TEST
There were no correct or incorrect answers in this episode. A situation/course of action posed about 30 issues and the test-taker had to mark either True or False. The other 120 issues were about a specific feature of personality or a course of action. Students had to choose a single choice. The eight options from which students needed to mark their answer were:
  • Totally Disagree
  • Strongly Disagree
  • Disagree
  • Somewhat Disagree
  • Somewhat Agree
  • Agree
  • Strongly Agree
  • Totally Agree
 
Section B DESCRIPTIVE TEST
The analytical and descriptive writing ability and creative skills of test-takers were evaluated in this segment. The total time given for these questions to be tried was 30 minutes. They were linked to each other with the first three questions. ‘Laziness: How it can help society’ was the subject for the first three questions. Students had to write three points each,’ for’ and ‘against’ the subject, for the first two questions. These two questions each bore ten marks.
In the third question, students had to write a 300-word answer to ‘suggested measures to ensure that laziness could be used as a tool for organizational success’ by a young boss. It was clear from the instruction that the points for the third question should not include the points listed in the first two questions. On this issue, twenty marks were assigned.
In this segment, the fourth question consisted of four images. With the aid of a novel, students had to write down a specific pictorial combination (A-B-C-D or D-C-B-A or some such combination) and describe it. The photos were connected to an ‘old dilapidated house with a red painted newly built entrance, a shopping complex, a bee-shaped drone, and a 3-panel window grill’. This issue had 30 marks on it.

Section C (4 Sub-sections)
(i) Sub-section: DIVERGENT AND CONVERGENT THINKING
30 word-association, statement-assumption, data sufficiency and visual reasoning questions were merged in the Reasoning portion. In general, questions used to have 5 options in this segment. There were, however, 4 options this year. There was an easy-to-moderate degree of complexity in the non-verbal reasoning questions in the section.
 

Topic

Number of questions

Doable Questions

Difficulty Level

Word Association

7

7

Easy

Data sufficiency

5

5

Easy

Statement and Assumption

5

5

Easy

Visual Reasoning

9

9

Easy

Analytical Reasoning

4

4

Easy

(ii) Sub-section: VERBAL ABILITY
This section consisted of jumbled paragraphs, synonyms, double blanks, mistakes in sentences, completion of paragraphs, questions based on idioms, and a passage on Reading Comprehension. Like last year, this year there was only 1 RC passage present. On the lighter side was the passage.

Topic

Number of questions

Doable Questions

Difficulty Level

Reading Comprehension

1 Passage – 5 Qs.

4

Moderate

Cloze Based

1

1

Easy

Parajumbles

5

4

Easy

Identify the Correct Sentence

1

1

Easy

Sentence Correction

3

1

Difficult

Synonyms

2

1

Difficult

Antonym

2

1

Difficult

Prepositions

2

1

Difficult

Idioms and Phrases

4

2

Moderate

(iii) Sub-section: QUANTITATIVE ABILITY AND DATA INTERPRETATION
The section comprised 25 questions, out of which 20 were on quantitative skill and 5 were on data interpretation. 7 Arithmetic questions dominated the Quantitative Skill section and then 6 Geometry questions and 5 Modern Math questions followed. 1 question came from Numbers and 1 question came from Algebra. Most of the problems were based on simple principles but were time-consuming. The segment was Easy to Moderate, overall. Two sets were available on Data Interpretations. One set had a table and the average and percentage estimates were based on it. The other set had a pie chart in which the degree break-up of the output quantity of 5 items was given, and the percentage and ratio questions were raised.

Topic

Number of questions

Doable Questions

Difficulty Level

Profit and Loss

2

2

Easy

Quadratic Equations

1

1

Easy

Ratio and Proportion

1

0

Difficult

Set Theory

1

1

Easy

Time and Distance

3

1

Difficult

Permutation and Combination

3

1

Moderate

Allegation and Mixtures

1

1

Easy

Area – Volume

2

1

Difficult

Heights and Distance

5

4

Moderate

Tables

3

1

Difficult

Pie Charts

3

1

Difficult

(iv) Sub-section: GENERAL AWARENESS
The segment on general awareness consisted of 25 questions. Of the 25 questions, 7 were on national issues, compared with 13 on foreign issues. Five questions were of different kinds (logos, taglines, etc.). 18 questions were mostly of a static kind, while 7 were on current affairs. Overall, the segment was more challenging than the MICAT last year. The Company, government, politics, ad agencies, laws and acts, and logos were the questions. It was possible to classify 5 questions as easy; 12 as medium and 8 as difficult.
 

MICAT 2018 Analysis

Section

Name

No. Of Questions

Type of Questions

Difficulty

A

Psychometric Test

27

MCQ

Easy

B

Descriptive Test

4

Non MCQ

Easy

C

i. Divergent and Convergent Thinking

30

MCQ

Hard

ii. Verbal Ability

25

Hard

iii. Quantitative Ability Data Interpretation

25

Hard

iv. General Awareness

25

Hard

Section-wise in-depth analysis
Section – A PSYCHOMETRIC TEST
This segment had 27 questions. There were no correct or incorrect answers in this segment. The students were presented with a list of 30 personal traits/characteristics in the first questions. Students had to have 10 features that would better represent their characteristics. At the bottom of the 30 features, a text box was provided. The instructions for the question specified that it was appropriate to enter the 10 features separated by a comma. In the next set of questions (Q2-17), there were six choices about a specific personality attribute for each question. Any single choice had to be chosen by students. These questions asked one to select and score them in accordance with one’s character characteristics from a set of two reasons. On the left, one sentence was displayed, and on the right side of the screen was another. The six options from which students needed to mark their answer were:
  •  Very Strongly agree with the statement on the right
  •  Strongly agree with the statement on the right
  •  Moderately agree with the statement on the right
  •  Very Strongly agree with the statement on the left
  •  Strongly agree with the statement on the left
  •  Moderately agree with the statement on the left
In the third set of questions (Q 18-27), the students had to rank 6 action/response sentences in decreasing order of significance in the given question. Around ten questions were of this nature. This section was easy and less time consuming for those used to taking psychometric exams. It is advisable for students not to have preconceived ideas about which choice is the perfect answer. Instead, they were asked to honestly try to answer each question.
 
Section B DESCRIPTIVE TEST
The analytical and descriptive writing ability and creative skills of test-takers were evaluated in this segment. The total time given for these questions to be attempted was 35 minutes. They were linked to each other with the first three questions. Students indicated that ‘Equality is a fallacy’ was the topic for the first three questions. Students had to write three points each for the first two questions,’ for’ and ‘against’ the issue. These two questions each bore ten marks. In the third question, students had to write a 300 words answer to “suggest steps to build a fair society.” The question specifically specified that the points for the third question do not contain the points alluded to in the first two questions. This question was given twenty marks. In this segment, the fourth question consisted of four images. With the aid of a novel, students had to write down a specific pictorial combination (A-B-C-D or D-C-B-A or some such combination) and describe it. The photos were connected to a variety of old cars in a parking lot, red blood cells, a dried tree leaning against a brick wall and another leafy tree, and an emoticon conveying a confused condition in front of one of his eyes with a magnifying glass. The issue carried 40 marks.

Section C (4 Sub-sections)
(i) Sub-section: DIVERGENT AND CONVERGENT THINKING
30 word-association, statement-assumption, data sufficiency, and visual reasoning questions were merged in the Reasoning portion. There was an easy-to-moderate degree of complexity in the non-verbal reasoning questions in the section.
 

Topic

Number of questions

Doable Questions

Difficulty Level

Word
Association

15

10

Moderate

Statement
Assumption

3

3

Easy

Visual
Reasoning

8

8

Easy

Logical
Data Sufficiency

4

2

Moderate

(ii) Sub-section: VERBAL ABILITY
This section consisted of jumbled paragraphs, synonyms, double blanks, mistakes in sentences, completion of paragraphs, questions based on idioms, and a passage on Reading Comprehension. Like last year, this year there was only 1 RC passage present. On the easier side was the passage.

Topic

Number of questions

Doable Questions

Difficulty Level

Double
Fill in the Blanks

1

0

moderate

Jumbled
Paragraph

5

4

Easy

Identify
the correct sentence

2

2

Easy

Idioms

3

1

Difficult

Reading
Comprehension

5

4

Moderate

Complete
the Paragraph

1

1

Easy

Grammar-based
correct response

1

1

Easy

Preposition-based

2

1

Moderate

Antonym

1

1

Easy

Make
the sentences

1

1

Easy

Synonyms

3

2

Moderate

(iii) Sub-section: QUANTITATIVE ABILITY AND DATA INTERPRETATION
The section had 25 questions, of which 18 were on quantitative capacity and 7 were on data interpretation. 10 Arithmetic questions dominated the Quantitative Skill section and then 6 Modern Math questions followed. Surprisingly, there was not a single problem with geometry or algebra. Two questions came from Numbers. Most of the problems were based on simple principles but were time-consuming. The section was, overall, moderate to difficult. Two sets were available on Data Interpretations. One package had a bar graph of the revenue of two firms and a benefit percentage table for those two firms. Whereas the other collection included a single line graph of the sales and output of one company and a table of the output sales ratios of two companies, including one of which produced sales and production figures. Both sets were very similar and the calculation was the basis for all the questions. The level of difficulty was mild.

Topic

Number of questions

Doable Questions

Difficulty Level

Number

2

1

Moderate

Algebra

1

0

Moderate

Arithmetic

7

4

Moderate

Sequence-Series

2

0

Difficult

Functions

1

1

Easy

Set
Theory

1

1

Moderate

Trignometry

2

1

Moderate

Quadrilaterals

2

1

Moderate

Circles
and Polygons

1

1

Moderate

Table

3

2

Moderate

Case

3

3

Easy

(iv) Sub-section: GENERAL AWARENESS
This segment this year was made up of 25 questions. Out of 25, 17 were concerned with national issues, while 8 were concerned with foreign issues. 18 issues were mostly of a static sort, while 7 were on current affairs. Overall, the section had the same degree of difficulty as last year’s MICAT. The Company, government, politics, ad agencies, laws and acts, and logos were the questions. It was possible to categorize 8 questions as easy; 13 were medium and 4 were difficult.
 

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