Academic Performance and Study Method Preferences from One AssessmentStudentPerformance scorePreferred study adjustment1592More practice878More practi...
GMAT Information and Ideas : (Ideas) Questions
Academic Performance and Study Method Preferences from One Assessment
| Student | Performance score | Preferred study adjustment |
|---|---|---|
| 15 | 92 | More practice |
| 8 | 78 | More practice |
| 22 | 78 | More practice |
Dr. Maria Santos conducted multiple assessments to evaluate students' performance on standardized math tests while tracking their preferred study adjustments. Students completed surveys indicating their test scores (0-100 scale) and how they wanted to modify their study approach. The table shows three students' responses from one assessment period. According to the table, all three students wanted more practice, ______
Which choice most effectively uses data from the table to complete the statement?
yet student 15 achieved considerably superior results compared to the remaining two students.
while all demonstrated comparable academic outcomes.
despite fluctuations in individual academic results across the term.
yet student 8 demonstrated inferior results relative to the other two students.
Step 1: Decode and Map the Passage
Part A: Create Passage Analysis Table
| Text from Passage | Analysis |
|---|---|
| "Academic Performance and Study Method Preferences from One Assessment" |
|
| [TABLE DATA] Student 15: 92 score, More practice Student 8: 78 score, More practice Student 22: 78 score, More practice |
|
| "Dr. Maria Santos conducted multiple assessments to evaluate students' performance on standardized math tests while tracking their preferred study adjustments." |
|
| "Students completed surveys indicating their test scores (0-100 scale) and how they wanted to modify their study approach." |
|
| "The table shows three students' responses from one assessment period." |
|
| "According to the table, all three students wanted more practice, ______" |
|
Part B: Provide Passage Architecture & Core Elements
Visual Structure Map:
[RESEARCH CONTEXT] Dr. Santos' multiple assessments
[DATA COLLECTION METHOD] Student surveys (scores + preferences)
[SPECIFIC DATA SET] Table: 3 students, 1 assessment period
Student 15: Score 92, wants more practice
Student 8: Score 78, wants more practice
Student 22: Score 78, wants more practice
[INCOMPLETE STATEMENT] All wanted more practice, [BLANK]
Main Point: This table presents data from one assessment showing three students who all preferred more practice but achieved different performance levels.
Argument Flow: The passage first establishes Dr. Santos' broader research context, then narrows to explain how data was collected through student surveys, and finally presents the specific data set of three students from one assessment period where all students shared the same study preference despite different performance outcomes.
Step 2: Interpret the Question Precisely
This is a fill-in-the-blank question asking us to choose the best logical connector. The answer must create the right relationship between what comes before and after the blank.
Step 3: Prethink the Answer
- Looking at our data analysis, all three students wanted more practice, but their performance scores tell an interesting story
- Student 15 scored 92, while students 8 and 22 both scored 78
- So despite having the same study preference, there's a significant performance gap - one student scored 14 points higher than the other two
- The right answer should acknowledge this performance difference among students who shared the same preference
- It should contrast their shared desire for more practice with the reality that their actual results weren't the same
- So the right answer should point out that despite wanting the same thing (more practice), student 15 performed notably better than students 8 and 22
yet student 15 achieved considerably superior results compared to the remaining two students.
- Accurately reflects the data - student 15 scored 92 vs the other two who scored 78
- "Considerably superior" is justified by the 14-point gap (92 vs 78)
- Creates the logical contrast: same preference, different results
- Matches our prethinking about highlighting the performance difference
while all demonstrated comparable academic outcomes.
- Claims "comparable academic outcomes" but the data shows 92 vs 78
- A 14-point difference is not comparable - it's substantial
- Directly contradicts what the table shows about performance differences
despite fluctuations in individual academic results across the term.
- References "fluctuations...across the term" but we only have data from one assessment period
- Goes beyond what the table actually provides - no information about changes over time
- What trap this represents: Students might assume this longitudinal language fits because the passage mentions "multiple assessments," but our specific table is from just one period
yet student 8 demonstrated inferior results relative to the other two students.
- Claims student 8 was "inferior...to the other two students" but student 8 scored 78, same as student 22
- Student 8 only scored lower than student 15, not both others
- Misrepresents the actual data relationships