Articles published in Taking the GMAT

How to Make Educated Guesses on Verbal

by

This article was written by our very own instructor, Stacey Koprince. If you’re looking for more great resources and advice, check out our free resources section.


A few weeks ago, we talked about how to make educated guesses on Quant (you can click here for that article). This article covers educated guesses on GMAT Verbal. Read more

How to Make Educated Guesses on Quant

by

This article was written by our very own instructor, Stacey Koprince. If you’re looking for more great resources and advice, check out our free resources section.


I’ve been getting lots of great article ideas from students lately, and this is one of them: how do we make educated guesses on GMAT Quant problems? (I wrote a separate article about Verbal here.)

Note: if you requested a different topic, don’t worry! I keep a list of all requests; I will get to your request eventually. I’m generally choosing the order based upon the number of requests I get from different people about the same topic. Read more

99th percentile

by

We received an e-mail earlier this week from a happy student reporting that he’d gotten a 760. This was great news, but not particularly newsworthy, as, happily, we get good news like this very often.

However, he also mentioned that his 760 score was good for a 98th percentile. This was a surprise, as 760 has been the bar for a 99th percentile since 2007 or so (before then it was a 750). Apparently, the threshold has JUST been raised to a 770 for a 99th percentile score!

What does this mean? It means that GMAT scores continue to climb, particularly at the high end. Indeed, average GMAT scores have climbed 14 points in the last 4 years and we suspect that, as more students use Manhattan GMAT, we’ll see this trend continue. 🙂

Study hard!

P.S. Manhattan GMAT requires a 99th percentile score for its Instructors, so it looks like the bar for incoming Instructor candidates has just risen. We are looking in several markets (New York, Miami, Atlanta, San Francisco), so if you know any extraordinary teachers who fit the bill, please send them our way!

Addendum:

After reaching out to GMAC to confirm this score breakdown, we have heard that as of the latest test update (for July), a 760 is still a 99th percentile score.

New GMAT Section Announced

by

There’s big news from the GMAC.

Perhaps because they are feeling the competition as more schools begin to accept the GRE, the GMAC has announced that it will add a new section to the test called Integrated Reasoning.

According to the GMAC, this new section is designed to measure people’s ability to evaluate information from multiple sources.  It was created with a goal of making the GMAT ever more relevant to business school. The GMAC has been polling faculty at business schools for the past four years, and this new development stems directly from their feedback.

The Integrated Reasoning section, writes BusinessWeek, will involve analyzing charts and data points, and even include audio. It will last 30 minutes and replace one of the current essays (the AWA.) The total exam will remain three and a half hours long, and the AWA and Integrated Reasoning sections will be graded separately from the quantitative and verbal portions of the test.

So what does this mean for GMAT test-takers?

Chris Ryan, our director of product and instructor development, noted that because this new section will not affect the main section of the test, GMAT-takers should not worry about huge differences.  Students should continue to focus most on the verbal and math portions of the test.

While the Integrated Reasoning section may give the GRE’s data interpretation section a run for its money, Chris sees it as a smart move on the GMAC’s part to integrate what could be quite similar to a mini business case.

As for admissions, Chris believes that because members of the business school faculty were instrumental in suggesting and implementing the change, the new Integrated Reasoning section may take a higher place than the AWA, but the unchanged verbal and math sections will still be the most important parts.

Students do not have to feel like it’s going to change the preparation for the test all that much, said Chris Ryan.

For more information, check out these articles:

GMAC press release

BusinessWeek: The GMAT Gets a Makeover

Financial Times: GMAT revamp focuses on reasoning

Inside Higher Ed: Multiple Task Questions

Bloomberg: GMAT Test for Business School Has Biggest Change in Decade

How the GMAT Relates to Business School

by

The GMAT is a necessary hurdle on your way to business school, but sometimes it’s hard to see why. What do these multiple choice questions really have to do with a masters in business administration? If this question plagues you, take a look at this recent post from the GMAC. It explains exactly how two types of questions”data sufficiency and critical reasoning”measure abilities required by business schools.

Data Sufficiency. This question type, which requires you to determine what’s necessary to solve the problem, is ultimately a test of your ability to weed through minutiae for the important details. And sorting through information is an essential skill set, given the data-rich nature of the modern business environment, says Booth School of Business professor Pradeep Chintagunta. To successfully manage in this environment requires translating the data into usable information, he says, adding, The skills tested by the Data Sufficiency part of the test are consequently critical to managerial decision making.

Critical Reasoning. These questions probe your ability to evaluate the relative strengths of arguments. If you can handle a critical reasoning question, you’re prepared for collaborative b-school projects requiring you to judge others’ ideas. And those projects, in turn, are designed to get you ready for the real world. MBA programs can provide students with decision-making processes, says Valter Lazarri, MBA director of the SDA Bocconi School of Management, Milan, but they need a raw ability to connect facts, to detect patterns, to discriminate true causation from spurious correlations.

Of course, it is easier to sort through information when you understand its substance”hence our content-based curriculum.  And don’t fret if you’re struggling in these areas. With diligent practice, you can develop your natural abilities.

GMAT Expands Globally

by

The GMAT just keeps expanding. GMAC reports that there are now more than 500 centers worldwide where you can take the test, up more than 25 percent since 2006.

A record 267,000 people took the test in 2009, and for the first time since its creation, there were more international than US test-takers (by just a single percentage point). A lot of the growth comes from China and India. The number of Chinese citizens taking the GMAT rose 35 percent in 2009, while 7 percent more Indians took it. The growth in the number of test-takers on the subcontinent has been explosive recently, increasing 128 percent in the last 5 years.

To meet the additional demand, the GMAC is opening an office in India, according to the Times of India. It will be the company’s third, after the US and UK. “I feel there’s great potential for growth in the country,” GMAC CEO David Wilson told the paper.

More Applicants to European B-Schools

by

Thinking of going to school abroad?  You’re not alone! Applications are up sharply at European B-schools, according to Business Week. It’s part of an upward trend worldwide, but the increase is particularly high in Europe, where many institutions say apps are up 10 percent or more. The Vlerick Leuven Gent Management School in Belgium has doubled its class in the past year, while Switzerland’s St. Gallen has grown its part-time program 100 percent. The trend is also ramping up competition in many places–Westminster Business School, in the UK, has had to wait-list full-time MBA candidates for the first time in the school’s history.

The piece attributes the growth largely to career changers and young people looking for a recession safe haven that will bolster their resume. European schools are also increasingly attractive to international students who plan to return, thanks to easier visa requirements and widely dispersed alumni networks.

If you’re in the market for an international GMAT course, check out our new London offerings, as well as our Live Online classes. And if you just want to take a trip to Europe, the dollar’s getting stronger, so a Big Mac will only be $8 or so.

Don’t Stress Over Difficulty Levels

by

Studying for the GMAT is a formidable undertaking. There are so many potential topics of study — and so much study time to be allocated — that it is often difficult, and may even seem impossible, to decide where to start or where to focus.

Still, there are some topics that are definitely less important than others — and, in the case of most students, simply not important at all. Probably the most prominent of these topics, in the minds of students, is “difficulty level”.

On the GMAT forums, I see many posts inquiring about the specific, numerical difficulty level of problems. While these numbers – if they can be nailed down at all – are an interesting curiosity, they are essentially irrelevant to students’ strategy; the only people who benefit from knowing specific difficulty levels are people who write the exams.
In other words: Do NOT worry excessively about the difficulty level of the problems.
You should NEVER bother trying to assign specific numbers to the difficulty of a problem; the only levels of difficulty that will ever affect you are “hard”, “easy”, and “just right”.

In fact, you should never give much thought to the difficulty level of the problems — no matter whether you are taking the actual exam or just studying. Here’s why.
When you study, an excessive focus on difficulty level will cause you to abandon the “big picture”, causing you to focus excessively on specifics. That’s not a good thing, because the only true purpose of studying is to discover general principles and techniques that will solve not only the problem at hand, but also OTHER problems — similar problems that may appear on future exams. (These general principles and techniques are what I have called “takeaways” on the forum and in classes.)

Here’s why “difficulty level” doesn’t really matter when you study: it’s quite possible to derive a takeaway from any easy problem, and then use it to solve a much more difficult problem in the future — or vice versa. Therefore, it is imperative that you study all problems within your grasp with the same intensity, without worrying about “difficulty level”; you never know which problems will give you the takeaways that you will need on your official test.

Then, there’s the matter of taking the actual exam. In this circumstance, it’s also not worthwhile to worry about the difficulty level of problems — because you will be completely unable to judge it with any accuracy. Therefore, if you even let your thoughts wander to “difficulty level”, not only will you be engaging in a completely unproductive thought process, but you will also be diverting mental energy away from the much more important task of answering the questions themselves!
Instead, your single most important mission during the official exam is to “MONOTASK” — i.e., to think about nothing other than the objective content of the problem in front of you, and the techniques that will solve that problem. Outside concepts — such as “difficulty level” — should not even enter your mind while you take the official test; they’ll do nothing but raise your stress level.

IS IT EVER APPROPRIATE TO THINK ABOUT DIFFICULTY LEVEL?

About specific difficulty level — trying to nail it down to the nearest hundred?
NO.
Never.

However, if you are studying from a source that is roughly ordered by “difficulty” — such as the Official Guide quant section — then it may be helpful to have a very general, very vague sense of the “difficulty” of the problems you’re working on. In particular, if everything in a given section just seems too hard, then move back a bit; if everything seems a bit too easy, then move forward.

This is pretty much the only situation in which the notion of “difficulty level” will help you. And note that it’s still not helping you solve the problems – it’s just helping you decide which problems to study in the first place. That’s not something that will transfer onto the official test.

Remember — monotask!

SO WHY DOES MGMAT TELL US SO MUCH ABOUT THE TESTING ALGORITHM?

Mainly, we give you this information in order to justify our advice about time management and overall planning.

When we tell our students things such as “NEVER spend too much time on one problem”, inquisitive students will sometimes want to know why — especially because this would be terrible advice on old-fashioned paper tests. This is the ONLY reason why we explain about “adaptive algorithms” and “difficulty levels” – because it’s the machinery behind our advice.

In this respect, we’re not unlike a mechanic who might explain the workings of an anti-lock brake system to a curious customer. Is the customer ever really going to need to know how anti-lock brakes work? Of course not – the customer just has to know how to use the anti-lock brakes, and in what ways they might differ from traditional brakes. The customer will never need any knowledge of the inner workings of the brake system (unless he/she plans to become a mechanic) – but it’s the foundation of the functional knowledge that the customer does need.

It’s the same with the “adaptive algorithm” and “difficulty levels”. Are you ever really going to need to know the nitty-gritty of how these work? Nope – you just have to know how to manage your time and how to proceed through the questions, and in what ways this test might differ from traditional paper-based tests. You will never need any knowledge of precise difficulty levels, or of the precise workings of the adaptive algorithm (unless you plan to write tests yourself) – but we present it to you, as full disclosure, because it’s the foundation of the functional knowledge that you will need.

Good luck!

Foundations of GMAT Math

by

Our 8 Strategy Guides, organized by topic, have been around for several years.  However, we were seeing some students who hadn’t looked at math in a LONG time and wanted a refresher.

So, after months of development, we are very happy and proud to announce the publication of our brand new Strategy Supplement, the Foundations of GMAT Math!  This book starts from the basics to give students those “Oh yeah, NOW I remember how to FOIL” moments.  We start with Order of Operations/PEMDAS and algebra, and go from there to fractions, geometry, exponents, divisibility and other flashback-inducing topics.  If you’re confident in your math skills, you may not need this book at all.  But otherwise, you may like it a great deal.  You know who you are . . .

All Manhattan GMAT Course Students will receive this book for free as part of their course materials.  If you’ve already started your course and want this book, contact studentservices@manhattanprep.com/gmat/ and they’ll hook you up (you may have to pay shipping depending on your location, but the book will be free).

Kudos to our curriculum wizards for their latest contribution to the best in GMAT Prep!

London calling

by

Some big news – Robert Wilburn, one of our veteran Instructors, is moving to London!  That means that Manhattan GMAT will shortly be offering in-person classes on the other side of the Pond!  This is Robert’s second jaunt in the U.K.; he was a Sloan Fellow at London Business School a while back.  Robert has taught for MGMAT for several years, including classes at Bank of America and Duke University.

If you’re in London, this is what you’ve been waiting for!  If you’d like to get on the waiting list for our first set of courses, click here.

Have a great time over there Robert!  Send us back some fish and chips (though I guess they wouldn’t travel very well).  🙂