Why GMAT Errors are the Key to Exam Success

A lot of students fear errors on their GMAT exam. Stories from online forums about how GMAT scores increased from 220 to 780 in two weeks (just by changing how they thought about grammar and using this one trick for math) give people inaccurate ideas about how GMAT score improvement really works.

Making a significant upward move in your score often takes more time, and errors are central features of that process. There are a wide range of concepts and skills tested on the GMAT exam, and errors offer valuable insight for creating a strategy to raise your score. By extension, a well-constructed error log is the guide you need: it’s the tool that allows you to methodically identify and address what is holding you back, build on your strengths, and structure study in an efficient and effective manner.

First, to get the most out of an error log, let’s define “error” in a somewhat expansive way. Obviously, this log should include any problem that you got wrong, but it should also include any problems that took you too long, regardless of whether you got the answer correct. Additionally, you should treat problems that you got wrong because you recognized that you didn’t understand them and guessed differently than problems that you spent a full 2-3 minutes on and/or thought that you were solving correctly.

Steps of Effective Problem Solving

To learn the most from errors, it’s worth taking a detailed look at how the steps of correctly solving a problem can be further broken down and individually analyzed. Some of these distinctions may seem minor, but they are important to recognize because issues in each of these areas lead to different recommendations. This list has been adapted from the work of Don Norman, a cognitive psychologist who has written extensively on how people make mistakes and how to prevent them.

1. ID TOPIC: Identify the type of problem, topic tested, and/or situation.
2. DECIDE FRAMEWORK: Determine which strategic framework can be used to solve it.
3. RECALL/EVALUATE FRAMEWORK: Briefly think though the appropriate details and steps of that framework.
4. INPUT QUESTION DATA: Correctly gather all the details from the question and input them into the framework.
5. EXECUTE: Carefully complete all steps of solving a problem using the chosen strategic framework.

Thank You, Next

The first three steps of this process need to be completed quickly upon seeing a problem. And if any one of them fails, chances are good that you cut your losses, guess, and move on. Read more about pacing for the GMAT exam.

Example

Francisco can fill a certain completely empty box with toy cars in f minutes. His sister, Geraldine, can empty the full box of all cars in g minutes, where f < g. If the box can hold a maximum of j cars and is currently ⅓ full, and both Francisco and Geraldine are working to fill and empty the box of cars at their respective constant rates, which of the following represents the number of minutes that it will take to fill the box entirely with cars, in terms of f, g, and j ?

1. ID TOPIC: This is a rate problem. Specifically, it involves people working against one another, variables in the answer choices, and an unknown total.
2. DECIDE FRAMEWORK: I have a framework that I like to use for these types of problems that allows me to quickly visualize these kinds of situations, and I’m generally fairly accurate on them. So far, so good.
3. RECALL/EVALUATE FRAMEWORK: Although I remember the steps of this process well, thinking about them quickly makes it clear that this is a much more complicated problem than I’m used to dealing with in this framework. Though it might be fun to figure out on my own time, an exam isn’t a good chance to do so. Thank you, next! (but if you think you have a solution to this problem or want ours, feel free to ask me.)

Learning From Errors in Steps 1 – 3

An error log needs a column for each of the steps above, and entries in each of those columns offer different prescriptions for improving performance.

1. ID TOPIC: If you don’t know what type of problem you’re seeing at all, or miscategorize it, it can be difficult to know where to start. But even when you recognize that a certain problem is testing, for example, “rates”, there is a subtle second layer in which it may also be useful to note that is testing the subtopic of “opposite directions” (two objects traveling in opposite directions are working together and thus should have their rates added).

Prescription: Usually issues here reflect the need for more breadth of study of the sort that a good prep course will offer: exposure to common question content and formats. Additionally, work to identify keywords or indicators that help to improve the speed and accuracy of your categorization.

2. DECIDE FRAMEWORK: Having an organized system that allows you to interpret the information in a passage and use it to answer a question is essential for success. In many cases, this may be as simple as “algebraic equations”, but most test takers overuse this tool, while GMAT and EA problems are generally more efficiently solved using more tailored frameworks. Knowing what kind of problem you’re dealing with is only useful if it also helps you to know what to do with it.

Prescription: Be prepared for the full range of questions types that you are likely to see with efficient frameworks, whether you develop them on your own or learn them from a teacher or tutor. Also note that just because you have a framework that you’ve used in the past, doesn’t mean that you should stick with it: any type of problem that gives you consistent trouble could likely be approached through new frameworks that are a better fit for your strengths and are more effective at keeping you organized, accurate, and efficient.

3. RECALL/EVALUATE FRAMEWORK: This step warrants inclusion because simply seeing a framework is not likely to be sufficient to make you proficient at using it. The key to successful implementation is to get adequate practice implementing these frameworks before your exam so that you immediately recall all the details and use it effectively.

I like to use the metaphor of a tool here: If you’ve been fixing kitchen sinks for years using some busted old tool and suddenly I tell you about a much better tool for the same task, chances are good that you won’t immediately think to use it rather than the older tool that you’re more comfortable with. Even if you do, it might not feel as good on the first few attempts, and you might be tempted to give up on it when it doesn’t immediately deliver dramatically improved results. But it is only if you believe in the tool and work to become comfortable with it that you can get to a place in which it actually becomes your new “go to” and replaces the old, familiar, flawed method that you had, that worked “most of the time” but was never optimal.

This metaphor extends to the question of when to let a problem go; even if you have the perfect tool for fixing a certain sink, if experience tells you that it will take you 12 straight hours of work, or if a certain problem is far more severe than any similar issue that you’ve seen in your previous experience, you still might not want to dig in and get to work when you have a busy day of other obligations. Thank you, next.

Prescription: This issue can only be addressed through repetition. Repeated use is what allows you to quickly recall and implement a strategy, rather than digging around in some dark corner of your mental toolkit, thinking “I know I’ve got something in here somewhere that will do the trick.”

Also, note that this practice is only valuable after you’ve done the requisite studying for steps 1 + 2. Churning out practice problems is just going to reinforce old, bad habits unless you’ve determined the right tool for the job before you get to work.

Investing Time when the ROI Looks Best

Only problems that clear the three steps above are worth investing time in solving. Many students rush to create formulas from quant questions they read them, or immediately jump into answer choices on verbal. Avoid the temptation to hit “the ground running”, as you only want to extract the details from the passage after you’ve successfully completed the first three steps, made the decision not to skip the problem, and created a plan and structure that will allow you to immediately put that information to use in a productive, organized manner. If and only if everything looks good with the steps above, you can proceed to steps four and five..

1. INPUT QUESTION DATA: Writing the information from the problem into your framework is an important step to take seriously and not rush on both quant and verbal sections; many students continually do the right math or analysis with wrong or incomplete information because they miss or misinterpret details of the often confusingly worded passages.
2. EXECUTE: Only here do we begin the actual “work” of a problem as most people envision it: solving equations and/or evaluating logic. Students who complete the first four steps correctly tend to dismiss errors from this final stage as “careless” and imagine that such issues will somehow go away on their own. Unfortunately, this is not usually the case, and on a challenging, adaptive, time pressure sensitive exam like this one, these “slips” are often a significant limiting factor in performance. We’ll discuss these at greater length below.

Slips Versus Mistakes

Issues with classification and recall during steps 1-3 are generally what cognitive psychologists will call “mistakes.” A lot of focus on errors goes into addressing these mistakes because they seem correctable. But for many students, an equal or larger issue can be “slips”: times when they did not understand the set up above but made a careless error or missed a detail that ultimately led to the wrong answer anyway.

Slips are unconscious omissions or missteps that occur even though you were doing the right things and setting up the problems correctly, often because you are comfortable. You are moving quickly and/or on autopilot. But rooting these out not only involves concerted effort, but it also involves further breakdown and understanding of the root cause behind these slips.

Some common causes for slips are as follow:

1. Rushing
2. Anxiety
3. “Coldness” at the start of the exam
4. Mental Fatigue at the latter stages of the exam
5. Habits formed and reinforced through practice
6. Lack of Mental Focus
7. Cognitive Load
8. Error Prone Structures/Frameworks

Holistic Suggestions for Reducing “Slips”

Practice reinforces a certain way of doing things. If you make these “slips” or careless errors in practice, you’re likely reinforcing the habits and processes that will lead to them on exams. As a result, you must take every “slip” seriously and really work to make changes that prevent it from happening again. Some of this can be as simple as slowing down, as we all tend to make more mistakes the more that we push our speed beyond that which we are comfortable with. It may seem difficult to do in a timed exam but remember that the fastest way to get the wrong answer is to simply guess; if your goal is to get the right answer, you need to commit enough time to be sure that you’re getting there. In other situations, the key is to avoid the “autopilot” mode that kicks in when you feel like you’re tackling a simple task; take each step seriously even then and focus on building habits that involve perfect execution of each step even in relatively short or simple problems.

Many slips result from cognitive load; most people overestimate the amount of information they can successfully track in their heads at one time. Effective use of scratch paper allows you to outsource significant parts of that puzzle to keep your “working memory” at optimal functioning levels at which “slips” are far less frequent. Good habits instilled through practice are generally the most effective means to decrease the amount of information that you’re trying to simultaneously store in your mind.

All of these are very interrelated to frameworks: an effective framework is one that is structurally designed to control your pace and maximize efficiency. The recognition that you have a system and can go through predefined steps will often reduce anxiety, while organization and smart use of paper can reduce the cognitive load involved at each step of solving a problem.

Test anxiety is a serious issue that many students face, and for many students it is adequately severe to require assistance from a professional. This is a medical condition and should not be ignored or dismissed if it is limiting performance. But for all of us, preparedness can provide some relief for anxiety. Creating a routine of taking regular practice exams can lead to a reduction in stress, as you get more comfortable with the process of taking the exam.

Routine is also tied into the various off-exam factors that impact “slips.” Developing a good “warm up” before you start an exam or timed sets can help reduce “cold starts.” Additionally, working to build up endurance through incrementally increasing the length of focused, timed sets, the same way a runner or weightlifter would, is key to eliminating fatigue at latter stages of the exam.

There are also many external factors that should be considered. Slips increase with stress and fatigue from non-GMAT sources, and sometimes the best approach is to take better care of your physical and mental health. Many studies have demonstrated the positive impact of meditation on focus (and on standardized test reading comprehension performance as well!).

Furthermore, the negative impact of cell phones on focus is well documented; I was shocked to learn that brainwave activity monitors have demonstrated that it takes five full minutes to return to one’s previous level of focus after a glance (of less than 1 second) at a push notification on your phone, even if you never open it! Furthermore, other studies have demonstrated that the mere presence of your phone reduces cognitive abilities, and that the impact is proportional to distance (a phone on the table is the worst, but a phone in your bag in the same room still hurts you, and a phone that is in an entirely different room is best for concentration. If your study sessions are constantly interrupted by notifications from technology, you’re training yourself to be interrupted rather than to extend your periods of total concentration. Taking practice exams without interruption is non-negotiable; completing long, daily study sessions without interruption is highly advisable.

Summary

The best way to improve is to identify what is holding you back and find a way to make changes. But this isn’t limited to identifying weaker topics or subject matter; it also involves getting at the heart of exactly which of the steps above went astray and led to the negative outcomes that you’re seeking to change. When you have a reasonable sample size (over 100 problems), you can start to look more for patterns and determine how to study in a way specifically designed to address the type of issues that most limit you. In some cases, you might benefit most from focusing on a specific type of question or topic, but in others you may see more value in addressing a specific step of this process across multiple topics. It is worth noting that these are the exact questions that a good teacher seeks to answer for you by watching your performance, recognizing exactly where your process breaks down, and then assigning you work to address those precise trouble spots.

Embrace your errors! Don’t be disappointed when you get problems wrong, but rather learn to use mistakes and slips to identify opportunities for improvement. And if you are interested in a free template for tracking errors using this system, shoot me an email at seth@testcrackers.org and I’ll share a spreadsheet that you can use.