Don't make the mistake of mocking mock tests
The process involved in cracking CAT is how much a student can extract out of the mock tests. Attempting mock tests similar to the real test will help boost the confidence level of the student. The student is made well aware of the test pattern and is now experienced in strategies to tackle the actual test.
Developing the right strategy: More than learning concepts and formulae, it is always the preparation strategies and knowing how to strategise to crack the test that will help the students secure the basic criteria to clear these tests. The mock tests are primarily intended to be a benchmarking tool and to help the students to accurately measure their level of preparedness before they write CAT.
Learning new techniques/problem solving: The mocks are also intended to help in learning some advance techniques. Therefore, students may sometimes find some new and useful ways to apply the basic concepts. Each mock should be treated as if it were the actual CAT itself.
Preparation and Practice:
Over the past few years CAT has emphasised on the problems which can be solved with a sound conceptual understating as against resorting to short-cuts, speed, etc. If the students’ preparation is lagging or is below par at present, they should immediately plan for a complete round of preparation of the basics.
Post-performance analysis: After each Mock, students should spend at least a couple of hours in analyzing each section of the paper. The students should first try and work out every question in as many different ways as they can think of and only then look up the solutions for the same. This analysis should be done in different steps.
Step 1: The students should attempt all those questions in that section that they didn’t attempt during the mock by giving about one to one-and-a-half minute per question.
Step 2: The students should try to solve the questions that may still be left over.
Step 3: The students should refer to the solutions and compare their approach with that given in the solution. They should try to categorise the questions into levels of difficulty based on the understanding required and the amount of time needed to solve each of them in an exam situation.
Step 4: The students should spend some time to analyse the sectional and overall scores, and percentiles. They should actively keep track of how often they cross all the sectional cut-offs.
—Arvind Mantry, T.I.M.E. Chennai