NMAT 2024: Day 1 – Test Analysis
Overview
NMAT started on 5th November and will continue till 20th December 2024. NMAT allows a candidate 3 attempts subject to the candidate paying the necessary fees for each attempt.
This analysis is based on the feedback received from the students and the IMS experts who appeared for the tests in the slots on 5th November 2024.
The structure of the NMAT had changed in 2020 – from a computer based test to an Adaptive Test. As a result, the weightage for difficult questions became higher than for easy questions. The test did not allow students to skip questions and the level of difficulty of the next question depended on whether the previous attempt was correct or incorrect. Students, therefore, are advised to ensure that the initial set of questions is attempted correctly. Clicking the Next button without selecting an option resulted in the prompt ‘You must complete your answer to this question to continue’. The instructions for the test mentioned that unattempted questions at the close of the section would attract a penalty. The format thus made time-management an important aspect of the test. The adaptive format of the test also implied that the topic-wise break-up of questions that individual students faced (given in the analysis) could show some variation.
The overall difficulty level was slightly higher compared to last year’s test.
The structure of the test was as follows:
| Section Name | Number of Questions | Sectional Timing |
| Language Skills | 36 | 28 |
| Quantitative Skills | 36 | 52 |
| Logical Reasoning | 36 | 40 |
| Total | 108 | 120 |
Quantitative Skills
As per the feedback from students, out of 36 questions in the Quantitative Skills section, 8 were on Data Interpretation and 28 on Mathematics (including 4 questions on Data Sufficiency). Out of the 28 questions on Mathematics, 8 questions were on Modern Math, 4 questions were on Numbers, 2 questions were on Algebra and the rest were on Arithmetic. There were two sets on Data Interpretation. As mentioned earlier, it is important to note that since the test was adaptive, there could be some variation in the topic wise breakup of the questions asked to different students.
There were two sets on Data Interpretation. Both sets involved somewhat complex and time consuming calculations. One set of 4 questions on a caselet and the other set of 4 questions on a combination of a bar graph and a line graph. Because of the nature of the presentation of the data, it required some effort to make sense of the data before the set could be attempted.
There were 4 questions on Data Sufficiency on various topics.
Following was a representative break-up of the Quantitative Skills Section (as per student feedback):
| Mathematics (Total 28 questions) | ||
| Topic | Number of questions | Comments |
| Arithmetic | 14 | Questions on P&L (3), Percentages (3), Ratio-Proportion (2), SICI(1), Averages(1), Calendars(1), Time & Work (1), Mixtures & Alligations (1), Time-Speed-Distance (1) |
| Modern Math | 8 | Questions on Permutation & Combination(3), Probability(3), Logarithms(2) |
| Algebra | 2 | Quadratic Equations |
| Numbers | 4 | Factors & Multiples |
| Data Interpretation (Total 8 questions) | ||
| Caselet | 4 | |
| Bar graph + Line graph | 4 | |
Data Interpretation sets were somewhat calculation intensive.
Logical Reasoning
Before 2020, the number of non-verbal reasoning questions usually exceeded that of verbal reasoning in the LR section of NMAT. Due to the adaptive nature of the NMAT (in practice since 2020), the structure can be different for different candidates. Verbal reasoning included topics such as statement assumption, statement conclusion, course of action, syllogisms and critical reasoning questions such as inference, main point, strengthen the argument etc, and nonverbal reasoning featured topics such as puzzles, arrangements, coding, input-output, etc. Some students reported 18 questions each on Verbal and Non Verbal reasoning while others reported slightly different breakups between the two. The Non-Verbal Reasoning questions consisted of set-based questions as well as standalone questions.
Following is a representative break-up of the Logical Reasoning section (as per student feedback):
| TOPIC / SUBTOPIC | NO. OF QUESTIONS |
| NON VERBAL REASONING (16 Questions) | |
| Linear Arrangement | Total 4 (A set of 4 questions) |
| Sequential Output | Total 8 (Two sets of 4 questions each) |
| Standalone questions (Logical Puzzles, Numerical puzzles, Venn Diagram) | 4 |
| VERBAL REASONING | |
| Implicit Statements (Assumption/Conclusion) | 3 |
| Strong argument/ Weak argument (1 paragraph – 3/4 arguments) | 2 |
| Course of Action | 2 |
| Decision Making | 2 |
| Critical Reasoning (Strengthen, Weaken, Assumption, Conclusion /Inference) | 8 |
| Syllogisms (3 statements) | 1 |
| Miscellaneous | 2 |
| TOTAL | 36 Questions |
Language Skills
The Language Skills section of NMAT on Day 1 was easy to moderate.
The section featured 3 passages with 4 questions each. The passages were about 450-500 words long. Question types from the passages included inference, tone and attitude, specific detail questions, and central idea. Reading comprehension passages included topics such as gene silencing, modern communication, and circadian rhythm.
Grammar and Vocabulary questions included: Spot the error in the underlined parts of a sentence; Fill in the blanks (single, double, prepositions-based); Sentence completion (choose the correct version of the phrase/clause to complete the given sentence) Jumbled paragraphs; and Word Analogies.
Following is a representative break-up of the Language Skills section:
| TOPIC / SUBTOPIC | NO. OF QUESTIONS |
| Reading Comprehension
(3 passages with 4 questions each) |
12 |
| Paragraph Jumbles
(4/5 sentences) |
4 |
| Analogies | 5 |
| Fill in the Blanks
(vocabulary-based, 2-blanks) |
2 |
| Fill in the blanks with 3 Prepositions | 5 |
| Spot the error in the underlined parts | 5 |
| Sentence Completion | 3 |
Students are advised to drag the slider of the vertical scroll bar to the bottom of the scroll box while attempting questions with a lot of text to read. In case the slider does not touch the bottom of the scroll box, the test-taker is prompted with a pop-up notification stating, “Unseen Content. You have not viewed the entire screen. Make sure you scroll to every corner of the screen.”
Miscellaneous
The User Interface of the test was the same as in 2023. The UI had three buttons at the bottom:
- Help: To read the instructions
- Zoom: To select a view of Default Font, Large Font and Larger Font (approximate changes in font sizes)
- Next: To go to the next question.
There was no Flag for Review button since this was an adaptive test.
Test-takers were presented with a scorecard at the end of the test.
| Name:
Date of Test: GMAC ID: Registration ID |
||
| Section Name | Score Range | Score Obtained |
| QS | 12-120 | |
| LS | 12-120 | |
| LR | 12-120 | |
| Total | 36-360 | |
Students are given the option to choose the order in which they want to take the three sections of the exam.
If any questions were left unattempted at the close of the section, there would be a popup on screen stating ‘You have run out of time for this section.” However, if all questions were attempted, the interface would show another message ‘This completes the LS/LR/QS section’.
The test can be ended anytime by clicking the ‘End Test’ button in the final section.
When you go for your exam, ensure that you carry the following with you:
- Primary ID
- Secondary ID
- Admit card
- Confirmation email
The test centre staff will return the copy of your admit card after signing and affixing the stamp. Make sure that you retain the same because you will have to carry the same copy for later attempts in NMAT. You are allowed three attempts in NMAT after paying the necessary fees for each attempt. However, as per the Admission Handout for Management Programs – 2024, NMIMS accepts scores of the first NMAT examination attempted by the candidate.
Ref: https://nmat.nmims.in/docs/Handout_Admission_NMAT%202024_compressed_24092024.pdf
(IMS mocks have been designed keeping in mind the range of difficulty that students can experience on the actual test)
