CET Analysis

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CET Analysis

CET 2010 Analysis

Maharashtra CET, held on 21 February 2010, was easier as compared to last year¶s test, though

some questions were time-consuming and lengthy. There were no major surprises in the patternor the types of the questions. IMS students who had taken all the SimCETs would have found the

test quite familiar. Especially SimCET 8, 9 and 10 were very close to this CET 2010.

Overall, a good score in this test would be 148+. Ideal no. of attempts should have been

175+.

Overall Test Structure

Total Duration of the exam (minutes) 150 minutes

Total number of questions 200

Total Marks 200

Marks per question 1

Negative marking No

Mode of marking the ovals Black Ball Point Pen

Area Wise Test Structure

Sections Area No. of

questions Suggested

Time

(in Minutes)

Ideal Good

Attempt

1 Problem Solving 15 15 10

2 Data Interpretation 20 15 15

3 Verbal Ability & Verbal Reasoning 61 40 47

4 Reading Comprehension 15 10 12

5 Logical Reasoning 54 45 40

6 Visual Reasoning 30 20 20

7 Data Sufficiency 5 5 4

Total 200 150 148

Problem Solving Some of the BODMAS questions were time-consuming. Also, one question from mensuration

was challenging. Rest of the questions were fairly easy. Also there were problems on topics



Time-Speed-Distance, Profit Loss, Geometry, Ratios and Permutation and Combinations. Oneset problems on approximation based calculation. Unlike previous years, questions from

probability were missing.

Type of question No. of

questions Easy Medium Difficult

Arithmetic (calculations and

approximations)10 6 4 0

Time-Speed-Distance, Profit Loss,Geometry, Ratios, Permutation and

Combinations

5 4 1 0

Total 15 10 5 0

Data Interpretation There were four sets of 5 questions each. This year, most of the questions were observation

based and required simple calculations.

Type of question No. of questions

Table 5

Mixed Table 5

Line graph 5

Bar graph 5

Students should have attempted all the questions, with at least 75% accuracy.

Data Sufficiency This year there was only one set of 5 quant-based questions. Questions were of very easy level.Students should have got 3-4 questions right easily.

Logical Reasoning Overall, questions were slightly easier as compared to the questions from previous years. Both

the sets on arrangements were quick-shots. There was an easy but lengthy set of 10 questions onSelection criteria. There were 5 questions on alphanumeric series and 5 questions from

conditional coding, all of which had easy to moderate difficulty level. There were 5 questionsfrom word arrangement machine (input-output type) were easy but slightly time consuming. 5

questions on number series were moderate to difficult.

Type of question No. of questions

Input ± output 5

Alphanumeric series 5

Number Series 5

Conditional coding 5



Linear and Circular Arrangement 8

Symbol based Comparison 5

Selection criteria 10

Miscellaneous 11

Total 54

Visual Reasoning There were 10 ³series completion´ questions, 10 ³wrong element in the series´ questions and 10³dissimilar pair´ questions. One set of series completion was slightly difficult. There were no

questions on analogy.

Type of question No. of

Questions Easy Medium Difficult

Series Completion 10 [5*2] 8 2 0

Dissimilar pair 10 8 2 0Wrong element in the

series10 7 3 0

Verbal Ability & Verbal Reasoning Verbal Ability and Verbal Reasoning questions were slightly more difficult than average. Somenew question formats featured in the paper. A detailed analysis of the types of questions is given

below

Types of Questions No. of Questions

Anagram 1

Fill in the Blanks (paragraph) 10

Jumbled Paragraph 5

Sentence Correction 5

Mark the Error 10

Critical Reasoning 11

Fill in the Blanks (paired) 5

Syllogisms 5

Course of Action 5

Cause and Effect 4

Anagram There was only one question on Anagram. One had to identify how many meaningful words

could be formed with all the letters YRLEA, using the letters only once.



Fill in the Blanks (paragraph) The paragraph was based on Global Warming and its effects, and its affect on sea level. A quick

and easy read, with the clue words in the paragraph guide you to the right option. There were 10blanks and the correct option almost stood out in most of the cases. All the options were easy and

had options like affects, melts, key, hotter, obliteration, sensitive etc. One could have easily

solved this set.

Mark the Error This set was very easy. It contained subject verb error types, incorrect modifiers eg continuousused instead of continuously, tense errors like 'attends' instead of 'attended', use versus µused¶,

idiom usage like 'flocked on' instead of 'flocked to', 'account of' instead of 'account for', etc.

Jumbled ParagraphIn this type of jumbled paragraph in which one single set comprising 6 sentences was given and

all 5 questions were based on the correct sequence of these sentences. This was a simple setbecause identifying the correct sequence was easy to solve.

Sentence Correction This set contained 5 statements wherein a part of each statement was highlighted followed by 5

options of which the fifth one stated 'No correction Required'. This was again easy with mostlytense based questions where no correction was required and usage based questions and required a

knowledge of idioms like 'sit up and take notice', 'catch up with', and 'went through the ceiling'.

Fill in the Blanks (Paired) This set was again very simple and tested basic grammar skills. Elimination was possible and

that could lead to the correct answer. Words like watched, groove, leads, framed, considered etc.were featured.

Syllogisms This set had 4 statements and 4 conclusions. It warranted a careful reading of the question whichstated that the conclusions were to be based on the given statements, that meant that the

conclusion could follow from a single statement.

Course of Action The format of this question differed slightly from the standard type that have been appearing inCET in previous years. It had one statement followed by 3 courses of actions and 5 options.

However, the course of action to be decided for commonplace problems such as traffic control,

glitches in online entrance tests, criminals escaping, and government action on excessivequarrying affecting nearby buildings were easy to solve. The only skill necessary was a good

reasoning ability.

Cause and Effect This set also contained a change in the usual format. It contained a given statement , either acause or an effect. The student had to determine which of the given 5 options were the cause or

effect, as required.



Critical Reasoning There were 3 passages with 3 questions each testing the students' ability to recognize

conclusions, assumptions and inferences. The passages were on The Comeback of MerchantBankers, Investment Schemes for those Nearing Retirement and The Central Government's bid

to sell its wheat reserves. The questions were easy, however the section was a bit time

consuming.

There were also 2 questions that contained statements and were followed by 5 options wherein

the student had to identify which one would either support or contradict the argument of thepassage as required. These questions were simple and not time consuming.

Reading Comprehension Unlike, CET 2009, but like CET 2008 and 2007, this year there was only one RC passage of approximately 700 words. The passage was about the phenomenon of Migration to OECD

countries, the benefits of the same to the host countries, the challenges faced by the homecountries to bring back the migrants and the government's role in this regard.

The passage was easy to comprehend and solve and contained 15 questions. There were 8questions based on direct and indirect type. 7 questions were direct and 1 was indirect testing the

students' ability to select the most appropriate title. There were 7 word based questions whichwere very simple. Synonyms of words like potential, capturing, harsh and distinguish were

asked. Antonyms of words like key, attractive and satisfying were asked.

CET Analysis

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