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CET PATTERN AND DISTRIBUTION OF MARKS

The Entrance exam is of 150 minutes duration consisting of 200 objective type questions.
Questions are from the following topics: Verbal Ability and Reading Comprehension,
Quantitative Aptitude and Logical / Abstract Reasoning. There is no negative marking and
Choice per Question is five.
CET tends to be heavy on Reasoning Part and light on Quantitative analysis. It has roughly
the following pattern:-

Analytical Reasoning- 51

Verbal Reasoning

Non-Verbal Reasoning-30

Verbal Ability- 35

Reading Comprehension- 15

Quantitative Analysis- 14

Data Interpretation- 20

Data Sufficiency- 15

-20

Total Marks = 200

Part I
A lot of MBA aspirants taking CET are primarily CAT aspirants. So before discussing how to
crack CET, it is important to understand difference between the two tests. CAT is a test
designed to select only top 1-2 percent from a large pool of students. As a result, it is a
conceptual test, which is a good mix of moderate to difficult questions and where selection
of questions is crucial. On the contrary, CET is a test to have uniform distribution on both
sides of normal curve. As a result, CET is designed as a speed-based test, which consists
of easy to moderate questions. So attempting all of 200 questions in 150 minutes is a
definitely achievable task, if not easy. Again, in CAT one has to perform across all sections
covering various areas of expertise while in CET there is no sectional cut-offs. Randomly
distributed questions make things difficult if you want to attempt your preferred area of
expertise across the test.

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You should start taking practice tests (around 3 weeks before actual CET) only after you
have learned most areas of testing. Realize that there is no selection of questions involved
in CET.
Visual reasoning is truly CET special: not only for its unique appearance in CET but also for
making difference in the merit list. These 30-35 questions provide a perfect level playing
ground to all candidates irrespective of their areas of expertise due to educational
background. An engineer or a commerce/arts graduate has equal chance to excel.
Unlike CAT, there is no selection of questions involved in CET. You are there to attempt all
questions. If you get stuck with some questions, don't spend extra time on them; work by
method of elimination; if you still don't arrive to one unique answer, mark one of the possible
options and go ahead. You won't be coming back to such questions unless it is a set of
questions.
To avoid it, select 3-4 areas such that your flow of attempting questions on those sections is
more or less same. Understand that though these areas are totally unrelated (e.g., group of
verbal, quantitative and logical reasoning), difficulty level of questions is not high enough to
warrant a lot of concentration.
The next test should be taken only after you have analyzed your last test thoroughly. There
should be some value addition after each test
Part II
The above process is repeated not more than 2-3 times. Avoid solving the same problem
with other elements just to confirm your answer. Such a group covers around 120
questions, which should be solved not more than 80-85 minutes. Needless to say, time
consuming and weaker sections are to be attempted last.
Successes always follow high targets set by individuals for themselves. There are a few
numbers of good institutes one can reach through CET. But the ultimate goal should be to
get premier institutes through CET.

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Speed of attempting questions is bound to vary depending upon your areas of strengths.
So first step towards it is to know your areas of expertise very well on the basis of accuracy
as well as time.
Solving 30-35 questions in 40 minutes with 80% accuracy is a good target setting.
Selection of such groups varies according to your potential. For example, if a person reads
slowly, then selecting RC in the group won't be appropriate, as it will cut the flow. Or a
person who is not very good at math should keep it out as generally math questions are
single and demand different approach for each question.
Practice tests taken should be of appropriate difficulty: neither too simple nor too difficult. It
should not happen that nobody taking the test is able to finish all questions. Practice tests
are mean to give you the realistic feel for the test.
One should try to solve VR questions by method of elimination rather than by deriving a
proper solution.
One can also form such groups on the basis whether questions are in sets of five questions
or individual. Typically in set questions (especially logical reasoning), once you get the logic
for one the rest can be done in almost no time.
Normally if you look for questions on a particular area (e.g. verbal) in a test like CET, you
lose on time and more importantly it breaks your flow too frequently to concentrate to your
highest level.

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CET 2010 - An Overview

Maharashtra CET, held on 21 February 2010, was easier as compared to last years
test, though some questions were time-consuming and lengthy. There were no major
surprises in the pattern or the types of the questions.
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)
Total number of questions
Total Marks
Marks per question
Negative marking
Mode of marking the ovals

150 minutes
200
200
1
No
Black Ball Point Pen

Area Wise Test Structure

Sections Area

1
2
3
4
5
6
7

Problem Solving
Data Interpretation
Verbal Ability & Verbal Reasoning
Reading Comprehension
Logical Reasoning
Visual Reasoning
Data Sufficiency
Total

No. of
questions
15
20
61
15
54
30
5
200

Suggested
Time
(in Minutes)
15
15
40
10
45
20
5
150

Ideal Good
Attempt
10
15
47
12
40
20
4
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. One set problems on approximation based calculation.
Unlike previous years, questions from probability were missing.
No. of
Type of question
Easy
questions
Arithmetic (calculations and
10
6
approximations)
Time-Speed-Distance, Profit Loss,
5
4
Geometry, Ratios, Permutation and

Medium

Difficult

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Combinations
Total

15

10

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 on Selection 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 questions from word arrangement machine (input-output
type) were easy but slightly time consuming. 5 questions on number series were
moderate to difficult.
Type of question
Input output
Alphanumeric series
Number Series
Conditional coding
Linear and Circular Arrangement
Symbol based Comparison
Selection criteria
Miscellaneous
Total

No. of questions
5
5
5
5
8
5
10
11
54

Visual Reasoning
There were 10 series completion questions, 10 wrong element in the series
questions and 10 dissimilar pair questions. One set of series completion was slightly
difficult. There were no questions on analogy.
Type of question
No. of
Easy Medium Difficult

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Series Completion
Dissimilar pair
Wrong element in the
series

Questions
10 [5*2]
10

8
8

2
2

0
0

10

Verbal Ability & Verbal Reasoning

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

Types of Questions
Anagram
Fill in the Blanks (paragraph)
Jumbled Paragraph
Sentence Correction
Mark the Error
Critical Reasoning
Fill in the Blanks (paired)
Syllogisms
Course of Action
Cause and Effect

No. of Questions
1
10
5
5
10
11
5
5
5
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 10 blanks 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
continuous used instead of continuously, tense errors like 'attends' instead of 'attended',
use versus used, idiom usage like 'flocked on' instead of 'flocked to', 'account of'
instead of 'account for', etc.

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Jumbled Paragraph
In 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 set because 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 mostly tense 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 which stated 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 in CET 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
excessive quarrying 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 a cause 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
Merchant Bankers, 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

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wherein the student had to identify which one would either support or contradict the
argument of the passage 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 home countries 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 8 questions 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 which were very simple. Synonyms of words like potential,
capturing, harsh and distinguish were asked. Antonyms of words like key, attractive and
satisfying were asked.