by StaceyKoprince Fri Aug 29, 2008 4:51 pm
If you are struggling with timing (especially on the math - random guessing on 10 questions at the end!), that explains a large part of your score fluctuations on verbal and the fact that you're not improving on math. Essentially, if you mess up the timing, you're not going to score well. It sounds like you're consistently messing up the timing in a big way on the math, hence your score stagnating. On verbal, I'm guessing that you managed your timing really well on test 3 but didn't manage it so well on test 4, and that contributed a large amount to your score drop.
On math, if you're having to guess on 10 questions at the end, then you're almost certainly better at math than the score you're getting - your score drops by a huge amount if you get all or most of those questions wrong (as is likely to happen when you're randomly guessing). Go back over your tests and mark the ones on which you went over 3 min. Then do this math: how many did you get right, how many did you get wrong, and how much time total did you spend on those questions? Then also add up the number of math questions you got wrong when you spend less than 1 min on the question (most of the time, these result from careless errors due to rushing). If there were any questions you got wrong in less than 1 min because you knew you couldn't do them and so you just guessed and move on, don't add those questions to the count of "under 1 min wrong answers."
Then look at the final tally:
# right when you spent over 3 min
# wrong when you spent over 3 min + when you spent less than 1 min
total time spent on problems on which you went over 3 min (and compare to an expected average 2 min per question)
How do those numbers look? (They're not going to look good. The first step is just to convince yourself psychologically that going over on time is NOT helping you - and is, in fact, hurting you a great deal!)
Now go back and figure out what categories the problems on which you went over 3 min fall into. First, DS or PS? Then categorize according to book (one of the 5 strategy guides). And finally categorize by specific chapter / content area.
Now, know what your weaknesses are and, when you get hard questions of that type, make an educated guess and move on within the 1.5 to 2 min timeframe. (And if you get a really hard one, forget it - make a random guess and keep going.) You're still going to have to guess - pretty much everybody has to guess - but at least now you're choosing to guess on the hardest questions rather than being forced to guess on the last X number of questions in a row. (Some of which you should be able to do, given the way the test works, right? But you can't do them because you've already run out of time.)
You can do the above analysis with verbal as well, but this time count the number of times you go over 3 min on CR, 2 min on SC, 6 min on RC when it was the first question for the passage and 3 min on RC when it wasn't the first question for the passage. (And, again use the "under 1 min" standard for the second calculation.)
On both math and verbal, you need to study these things:
- why you make the errors you make (not just that you made an error) and how you can minimize the chances of making the same error in the future
- how to make an educated guess on a problem
- (verbal) why tempting wrong answers are tempting... but also why they are still wrong anyway
- how to recognize what to do on a problem, not just figure the whole problem out from scratch (you won't always be able to do this, but you want to be able to do it on maybe 25-35% of the questions on the test for a 650).
Also, you may have done OG once, but if you don't yet have the score you want, you're not done with it. Go back and start analyzing problems (including the above), not just doing problems. You may want to re-watch the strategy lession from class 2. It gives you 10 questions to think about / answer as you study any particular problem.
Also, generally, use practice tests and sets of practice problems to drive what you review - don't just go review everything in every red strategy guide. Rather, based on your results and what you determine as you go over problems, go back to review the relevant parts of the strategy guides, tapes of lessons, or labs as necessary.
Stacey Koprince
Instructor
Director, Content & Curriculum
ManhattanPrep