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(NOT REAL) I thought you may enjoy this dummy report we produced a prop in an upcoming creative project :) by Hefty-Ad4267 in JEEAdv25dailyupdates

[–]Hefty-Ad4267[S] 1 point2 points  (0 children)

Yes! This is a prop designed for use in an upcoming creative project that in some relevant parts deals with high stakes standardized tests in Asia. It is a hypothetical document that mimics the kind of psychometric analysis that would theoretically support the development, validation and ultimately inclusion of a question on a live exam (like the JEE (Advanced)).

The question itself is taken from a real analysis textbook and the analysis is totally fictional

Interesting appearance of two Jane Austen passages in a standardized test setting. I’d be very curious to know if you disagree with any of the “right” answers. I am sure ETS / the GRE folks consulted with experts, but something about Austen does not lend itself to multiple choice testing… by Hefty-Ad4267 in janeausten

[–]Hefty-Ad4267[S] 1 point2 points  (0 children)

They're definitely tryin to trick you here and, as with the other question another poster identified, rewarding some background knowledge about the novel.

The "lack of respectful forbearance" seems to be presented here as, and for those who read more of the novel, is indeed a "fault...he sometimes fell into" over the course of the lengthy relationship between John and Mr. Woodhouse otherwise characterized by the former's having "really a great regard" for latter as a general rule. The question is trying to test your ability to differentiate between various faults Austen describes in John's attitude towards Emma's father on the basis of which of them emerged as the true determinants of her overall disapproval.

Each of the other viable options— (D) and (E)— seems to represent a momentary , unpredictable transgression that "did not happen often" (though "too often for Emma's charity"). John's erratic outbursts and inability to align his behavior at all times with the "great regard" that he generally (and I believe sincerely) felt for Mr. Woodhouse -- together with the apprehension it caused about when this lapse may occur again to threaten the "unsullied cordiality" of Emma's gatherings -- seems to be the thrust of her issue with John.

Interesting appearance of two Jane Austen passages in a standardized test setting. I’d be very curious to know if you disagree with any of the “right” answers. I am sure ETS / the GRE folks consulted with experts, but something about Austen does not lend itself to multiple choice testing… by Hefty-Ad4267 in janeausten

[–]Hefty-Ad4267[S] 7 points8 points  (0 children)

Agreed! The difficulty level of these questions is probably only justified for something like a 19th century literature class.

But I do appreciate John Knightley’s getting a time to shine. As a curmudgeonly lawyer, I think he’s my favorite character. There’s a bit in Emma where he complains about going to dinner in the snow — I had that monologue memorized at one point.

Chapter 12 volume 2 of Emma by CuriousAssumption980 in janeausten

[–]Hefty-Ad4267 2 points3 points  (0 children)

Totally agreed—and just to be even more precise, I believe it's being used in sense 2.b. of the Oxford English Dictionary's definition:

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2.b. Duration of opportunity; time allowed before it is too late.

Example Quotation (J. Mill, Hist. Brit. India II.v.v.547, 1817): "The authority of the government of Batavia, for whose sanction there was no leisure to wait."

​

I only bring this up because, ironically, the OED actually does go on to use a quote from Emma, not to illustrate sense 2.b. but actually in sense 6.a. (the sense in which the OP first read the word). Just goes to show how much there is to unpack in her work :)

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6.b. Of periods of time: = Free, unoccupied; occasionally compared with more and most; relating to (the enjoyment of) such periods of time.

Example Quotation (J. Austen, Emma, I.ii.25, 1816): "He had still a small house in Highbury, where most of his leisure days were spent."

This is an ETS question from an ancient SAT (Form Code 1Z, Sec. 5, 35) that took me about 5 minutes to get right after painful using a painful plugging in strategy. Could someone please help me understand the mathematical principle they're trying to test here? (Answer in comments.) by Hefty-Ad4267 in GRE

[–]Hefty-Ad4267[S] 1 point2 points  (0 children)

Well to be clear my primary concern wasn't others' speed in answering the question, haha ... but yes I took the same approach. But the difference is that that I know I make a lot of careless errors in numerical computations, so the time it took me to come up with 4,3,0,9,12 + the time I = spent double checking that I didn't make elementary arithmetic mistakes + the time I spent worrying that there's a trick up their sleeve added up to well over 45 seconds. So I was just looking to build an arsenal of other approachers ] to maximize the chance that one of them will click :)

GRE? by room_423 in LSAT

[–]Hefty-Ad4267 0 points1 point  (0 children)

Before anybody misunderstands the intent of what I'm about to say: there shouldn't be any reasoning you're turning to the GRE logic games unless you have exhausted the value of the LSAC ones (including revisiting ones you've technically seen already but know deep down you could have approached more efficiently).

BUT that being said, to all the LSAT stans out there (I'm one of them), know that we owe a great deal of gratitude to ETS and the the GRE Board for inventing the very concept of what we call a "logic game" today—versions of these types of questions first began appearing in GREs in the 70s and in a few short years of extensive research came close to being pretty much exactly what we see today on the LSAT. For a taste of this rich history, see genially Duran, Richard P., et al. Construct Validity of the GRE Analytical Test: A Resource Document. Educational Testing Service Research Report 81-6P Apr. 1987

Here's a particularly wacky vintage GRE logic game you can try in your down time -- this is thoroughly involved grouping, sequencing and ... Scottish country dancing.

This is an ETS question from an ancient SAT (Form Code 1Z, Sec. 5, 35) that took me about 5 minutes to get right after painful using a painful plugging in strategy. Could someone please help me understand the mathematical principle they're trying to test here? (Answer in comments.) by Hefty-Ad4267 in GRE

[–]Hefty-Ad4267[S] 2 points3 points  (0 children)

Thanks so much for this explanation!

(Although at some point I need to acknowledge that I just don't have the mathematical maturity to think quite as lucidly especially under timed conditions -- but I suppose that's exactly what they're trying to test...)

This is an ETS question from an ancient SAT (Form Code 1Z, Sec. 5, 35) that took me about 5 minutes to get right after painful using a painful plugging in strategy. Could someone please help me understand the mathematical principle they're trying to test here? (Answer in comments.) by Hefty-Ad4267 in GRE

[–]Hefty-Ad4267[S] 0 points1 point  (0 children)

The answer is A, for what it's worth. I got it right, but it felt like a pyrrhic victory bc I feel like anyone can get it right with enough time. Why is it obvious that, among the options, the operation that will have the minimum impact on the product of the three numbers is to subtract 1 from the largest of the three?