[{"Name":"Introduction","Question":"

\nThe Frequently Asked Questions section (FAQs) provides answers to questions commonly asked by users.

","Answer":null},{"Name":"Expired URL","Question":"How can I see my GMAT ESR after the URL has expired?","Answer":"

To get an updated URL visit mba.com/mygmat, click the Enhanced Score Report button and within a few minutes you will receive an email with a new URL, which will be active for 24 hours. You may repeat this process as many times as you like to view an available ESR.

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\"Expired

"},{"Name":"Print","Question":"What is the best way to print the ESR?","Answer":"Click the “Download Report (PDF)” button at the bottom of any page. This will download the entire ESR as a PDF, which provides a clean, structured version ready for printing. It includes graphs and summary information for all five report tabs."},{"Name":"PDF button every page","Question":"Does it matter on which page I click the PDF button?","Answer":"

No, it doesn’t matter from which page you launch the PDF version of the GMAT ESR because it is a single all-inclusive view of the information available on all five report tabs.

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\"PDF\"

"},{"Name":"Text Button Every Page","Question":"Does it matter on which page I click the Print Text button?","Answer":"

No, it doesn’t matter from which page you launch the text version of the GMAT ESR because it is a single all-inclusive view of the information available on all five report tabs.

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\"Text\"

"},{"Name":"Text To Speech","Question":"Can I use a “Text to Speech” tool to read the ESR?","Answer":"

The Text version of the ESR is the best layout to utilize accessibility tools. It includes information from all 5 tabs, regardless of the page from which it is launched. 

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\"Text\"

"},{"Name":"Languages","Question":"Is the ESR available in other languages?","Answer":"

At this time the GMAT ESR is available only in English. If you prefer to view the information in another language the Text Version of the ESR allows users to easily copy and paste into translation tools.

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The TXT version can be launched by clicking the \"VIEW TEXT VERSION\" button on the bottom right side of each tab.

"},{"Name":"IR Subsection","Question":"Why isn’t information about IR given by Sub-section (Question Type)?","Answer":"The IR section has 12 questions and several different formats, so there is not enough data to chart patterns by question type."},{"Name":"Performance by Progression","Question":"What does “Performance by Progression” mean?","Answer":"

The adaptive nature of this section creates a unique experience for each test taken. The Performance by Progression information provides insight into each testing experience.\nThe number of questions in the Quantitative and Verbal sections are divided into four semi-equal groups.

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 This allows you to see:

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  1. How well you did at four points during the exam
    2. \n
  2. How your correct/incorrect responses impacted the next quarter of the exam
    3. \n
  3. How you managed your time by quarter and by correct and incorrect
    4. \n
"},{"Name":"Section vs Sub-section","Question":"What is the difference between a “Section” and a “Sub-section”?","Answer":"

Section\n

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The highest grouping of questions in the GMAT exam. Sections include Integrated Reasoning, Verbal, Quantitative and AWA. Section scores are included in Official GMAT Score Reports.\n

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Sub-Section\n

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This refers to a subset of properties about a question, for example each Verbal question is either a Sentence Correction, Reading Comprehension or Critical Reasoning question. Sub-section scores are not included in the official scores, but can help you understand your performance to help you better understand your strengths and weaknesses.\n

"},{"Name":"Quant Skill Group Geometry","Question":"What types of questions are in the quantitative skill group Geometry?","Answer":"This group includes the following types of questions:  
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\n3-Dimensional Geometry
\nThe geometry of lines, planes, and solids (cubes, pyramids, cones, etc.) in ordinary 3-dimensional space.
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\nAngles In The Plane/ Lines And Segments
\nGeometrical settings in the plane for which the primary focus is on one or more angles between various lines or line segments.
\n• A point is a location, shown by a dot - it has no size i.e. no width, no length and no depth. 
\n• A line is defined as a line of points that extends infinitely in two directions. 
\n• A line is a straight set of points that extend in opposite directions without ending.
\n• A plane extends infinitely in two dimensions.  
\n• A ray is a part of a line that has one endpoint and extends in one direction without ending. 
\n• A line segment is a part of a line between two endpoints. 
\n
\nCircle/Area
\nGeometrical settings in the plane for which the primary focus is on the area, circumference, or arc lengths of one or more circles.
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\nCombo: Circle/Quadrangle/Area/Perimeter
\nGeometrical settings in the plane that involve a combination of circles and polygons, such as area or perimeter relationships for circles inscribed in, or circumscribed about, a polygon.
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\nCoordinate Geometry
\nThe use of algebraic methods to describe positions and properties of geometrical figures in the coordinate plane.
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\nPolygon (5 Or More Sides)
\nGeometrical settings in the plane for which the primary focus is on a polygon of 5 or more sides, such as its perimeter, area, diagonals, interior angles, etc.
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\nPythagorean Theorem
\nIn a right triangle, the square of the hypotenuse (the side opposite the right angle) is equal to the sum of the squares of the other two sides.
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\nQuadrilateral Area
\nGeometrical settings in the plane for which the primary focus is on one or more quadrilaterals. Properties such as area, perimeter, diagonal lengths, etc. could be involved. "},{"Name":"Quant Skill Group Rates/Ratio/Percent","Question":"What types of questions are in the quantitative skill group Rates/Ratio/Percent?","Answer":"This group includes the following types of questions:  
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\nConversion - fractions/decimals/percentages
\nConversions between fractions, decimal and percentages
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\nGraduated Rate
\nProblems that can be described in terms of step functions - taxi fares and related pricing methods, profit and loss, mixture problems, distance and rate problems, working together problems, etc. 
\n
\nPercent (basic)
\nBasic percent problems include the value of one number in relation to another  such as 5% of 8 is equal to …? or a chance from 7 to 12 represents what percent increase ...?
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\nRatio, proportion
\nProblems whose primary focus involves one or more ratios of numbers or algebraic expressions. A proportion is an equality of ratios, such as a/b = c/d, which can also be written as a : b = c : d."},{"Name":"Quant Skill Group Value/Order/Factors","Question":"What types of questions are in the quantitative skill group Value/Order/Factors?","Answer":"This group includes the following types of questions:  
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\nAbsolute Value
\nProblems whose primary focus involves the use of, or the properties of, the absolute value function, where absolute value represents magnitude (i.e. Distance from 0).
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\nComputation - Decimals
\nProblems for which one or more of the four basic operations—addition, subtraction, multiplication, and division—are applied to numbers in decimal form.
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\nExponents
\nProblems whose primary focus involves some familiarity of the meaning and properties of exponents. For example, a problem asking for the solutions to x^4 - 16 = 0 would not belong to this category, even though the exponentiated term x^4 appears, but a problem for which (x^2)(x^3) is needed to be rewritten as x^5 would belong to this category.
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\nFactors, Multiples, Divisibles
\nProblems whose primary focus is on divisibility properties of positive integers, such as their factors, their multiples, prime numbers, the gcf (greatest common factor) of two or more positive integers, the least common multiple of two or more positive integers, etc.
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\nNumber Line & Order
\nProblems whose primary focus involves the use of order, other basic properties of a number line and the ideas of total or partial ordering, such as soccer team seedings in a tournament or an organization chart for a company.
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\nPlace Value
\nProblems whose primary focus involves the use of place value for decimal numerals.
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\nPositive and Negative Numbers
\nProblems whose primary focus involves the preservation or non-preservation of signs when signed numbers are added, subtracted, multiplied, divided, exponentiated, etc.
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\nRemainders
\nProblems whose primary focus involves the use of, or the application of remainders in the context of dividing a positive integer by a positive integer."},{"Name":"Quant Skill Group Equalities/Inequalities/Algebra","Question":"What types of questions are in the quantitative skill group Equalities/Inequalities/Algebra?","Answer":"This group includes the following types of questions:  
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\nAlgebraic Manipulation
\nProblems whose primary focus involves rewriting one or more algebraic expressions. Examples include rewriting a sum of algebraic fractions as a single reduced fraction, factoring or expanding algebraic expressions (for purposes other than solving an equation), manipulating algebraic expressions involving radicals, etc
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\nApplying Formula
\nProblems whose primary focus involves using one or more specific formulas that may or may not be given in the statement of the problem, such as expressing the circumference of a circle in terms of its area.
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\nLinear Equation
\nProblems whose primary focus involves solving a first-degree equation. The coefficients may be numerical, such as solving for x when 3 - 5(x+2) = x/5, or literal, such as solving for y when ax + xy = b.
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\nLinear Inequality
\nProblems whose primary focus involves solving a first-degree inequality. The coefficients may be numerical, such as solving for x when 3 - 5(x+2) < x/5, or literal, such as solving for y when ax + xy ≥ b.
\n
\nMeasurement Conversion
\nProblems whose primary focus involves the conversion between units of measure. The units could be for length, area, volume, temperature, speed, etc. And, in some cases, the units could be fictional. The numerical unit conversion factors that are needed to solve the problem will be provided.
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\nNewly Defined Functions
\n\n

Problems whose primary focus involves using a function that is explicitly defined in the statement of the problem. The function could be well known but outside the scope of assumed GMAT background knowledge, such as the greatest integer function, or the function could be a randomly made up function that is to be used in solving the problem.

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\nQuadratic/Other Equalities/Inequalities
\nProblems whose primary focus involves solving an equation or inequality that is not algebraic of the first degree, such as (x-2)(x+5) > 0 (a quadratic inequality) and 2^(x-1) = 8^(3x) (an equation that is not algebraic).
\n
\nSystems of Equations/Inequalities
\nProblems whose primary focus involves completely or partially solving one or more equations or inequalities. The equations and/or inequalities could be first degree algebraic, higher than first degree algebraic, or not algebraic.
\n
\nTranslation to Algebraic Expression
\nProblems whose primary focus involves translating from one or more verbal descriptions to one or more mathematical descriptions."},{"Name":"Quant Skill Group Counting/Sets/Series","Question":"What types of questions are in the quantitative skill group Counting/Sets/Series?","Answer":"This group includes the following types of questions:  
\n
\nCounting (Combinatorics)
\nProblems whose primary focus involves basic combinatorial ideas, such as permutations, combinations, counting paths in a grid, etc.
\n
\nEstimation
\nProblems whose primary focus involves one or more numerical estimations.
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\nSeries And Sequences
\nProblems whose primary focus involves a numerical sequence (a finite or infinite list of numbers) or a numerical series (the sum of a numerical series), such as arithmetic sequences, geometric sequences, sequences defined by recursion, etc.
\n
\nSets
\nProblems whose primary focus involves the understanding of, and application of basic ideas about sets, such as their union and their intersection. Problems that appear to be best solved by the use of a venn diagram are considered sets problems."},{"Name":"Section Not Mean of Subsection","Question":"Why doesn't my Section score reflect the Mean of the Sub-section scores?","Answer":"The Sub-section scores are provided to show you trends in performance and are calculated using only questions of the same type. Since the number and difficulty level of questions vary, it is likely that the Mean of the Sub-section scores will not equal the Section score."},{"Name":"Subsection Equivalent","Question":"What does it mean when the graph and summary statement says that my Sub-section score is equivalent to a score of XX?","Answer":"To maintain consistent terminology, each Sub-section score has been calculated to use the same score range as the overall Section score.\nEach of the Sub-section scores is calculated as though the entire Section consisted only on one question type."},{"Name":"Quantitative has two Sub-sections","Question":"Why does the Quantitative Section have two Sub-sections?","Answer":"

Every question in the Quantitative Section has two distinct components, each question is composed of one Type and one Topic.

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\nType

\n
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Problem Solving OR Data Sufficiency\n(each question requires problem be solved OR determine if there is enough data for the problem to be solved)\n

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\n

Topic

\n
\n

Arithmetic OR Algebra/Geometry\n(each question falls within one of three disciplines but because of volume, Algebra and Geometry questions have been grouped )\n

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"},{"Name":"Algebra and Geometry shown together ","Question":"Why are Algebra and Geometry shown together when they are completely different disciplines?","Answer":"The ESR has been created to provide information to help you better understand your performance by showing you patterns in your performance. Because there is an inherent risk in using a small data set to identify trends, the subjects of Algebra and Geometry cannot be displayed on their own."},{"Name":"AWA","Question":"Why is my AWA Score not included in the ESR?","Answer":"At this time the ESR does not include your AWA score, it is calculated using the data that supports in your Unofficial Score Report which does not include the AWA score."},{"Name":"Exact Questions","Question":"Why can’t I see detailed information about each of the questions I answered wrong?","Answer":"

Each GMAT exam is so unique, that specific information about a particular question could be misleading for those preparing to sit for the GMAT again. Here are the factors which make it challenging to share question level information.

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Number of Subjects

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The GMAT Exam does not measure your knowledge of a particular subject, but rather your ability to reason critically. A larger number of subjects is available than the number of questions included in any one exam.  The subjects chosen for the GMAT exam are fundamental skills necessary for success in graduate business school and are therefore treated as interchangeable.  This means you may see four Linear Equation questions the first time you sit for the GMAT exam and none the second time.

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Difficulty of Questions

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Questions presented during the GMAT exam vary in level of difficulty, that level is determined very much by the performance of the test taker.  You may get two highly difficult Graduated Rates questions wrong the first time you sit for an exam because you have done very well and the difficulty is increasing.  The next time you sit for the exam you may see a relatively easy Graduate Rates question at the beginning of the exam.

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Number of Data Points

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The GMAT ESR is intended to provide you an understanding of your strengths and challenges, this is done by showing you trends in your performance. Because there are such a large number of subjects with a significant range in difficulty, there is no informative trend analysis.

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"},{"Name":"Interpreting the ESR","Question":"Are there any articles about how to read the ESR?","Answer":"

Yes, there is a great article, written by an instructor that has proven helpful for many people: How to Analyze the Upgraded GMAT Enhanced Score Report

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"},{"Name":"Percent Ranking","Question":"What does the Percentile Ranking represent?","Answer":"

The Percentile Ranking Number is the percentage of test takers that you did better than. 

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\"Percemtile

"}]