Miller Analogies Test (MAT)
The Miller Analogies Test (MAT) is a standardized test used both for graduate school admissions in the United States and entrance to high I.Q. societies. Created and still published by Harcourt Assessment (now a division of Pearson Education), the MAT consists of 120 questions in 60 minutes (formerly 100 questions in 50 minutes). Unlike other graduate school admissions exams such as the GRE, the Miller Analogies Test is verbal or computer based.
The Miller Analogies Test is offered year-round at designated Controlled Testing Centers throughout the U.S. and Canada, as well as in some countries outside North America. Most MAT testing locations are at college and university campuses.
A complete list of MAT testing centers is available at the official MAT website. For each testing center, the list provides a telephone contact number and indicates whether the MAT is administered there as a paper-and-pencil test, a computer-based test, or both.
Each MAT testing center determines its own registration procedures, testing dates, and fees. You must contact a testing center directly to register for the exam or for information about that center's fees and schedule of testing dates.
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The test aims to measure an individual's logical and analytical reasoning through the use of partial analogies. A sample test question might be
Bach : Composing :: Monet :
- a. painting
- b. composing
- c. writing
- d. orating
This should be read as "Bach is to (:) Composing as (::) Monet is to (:) _______." The answer would be a. painting because just as Bach is most known for composing music, Monet is most known for his painting. The open slot may appear in any of the four positions.
Unlike analogies found on past editions of the GRE and the SAT, the MAT's analogies demand a broad knowledge of Western culture, testing subjects such as science, music, literature, philosophy, mathematics, art, and history. Thus, exemplary success on the MAT requires more than a nuanced and cultivated vocabulary.
Format and scoring
In the fall of 2004, the exam became computerized; the MAT is now solely a computer-based test (CBT)
Out of the 120 questions, only 100 count in the test-taker's score. The remaining 20 questions are experimental. There is no way for test-takers to identify any of the 20 experimental questions on a given test form, as the two types of questions are intermingled.
Tests taken before October 2004 were scored simply by the number of questions the test-taker answered correctly, with a range from 0-100. Scores using this metric have historically been known as "raw" scores.
Tests taken in October 2004 or later have a score range from 200 to 600. The median score is 400, with a standard deviation of 25 points. These scores, based on a normal curve, are known as "scaled" scores. Because of their grounding in this model, scaled MAT scores of 500-600 are extremely rare, as they would be more than four standard deviations above the norm of 400.
Percentile ranks are also provided along with the official score report. Test-takers receive an overall percentile rank as well as a percentile rank within their intended graduate school discipline.
The Miller Analogies Test is accepted by Mensa, the Triple Nine Society, and the Prometheus Society for its admission requirements. For tests administered prior to October 2004, a raw score of 66 is required for MENSA qualification. For tests administered during and after October 2004, MENSA requires a score in the 95th percentile for admission. The Triple Nine Society requires at least a raw score of 85 on the "old" MAT, and at least 472 on the modern one. The Prometheus Society requires at least a raw score of 98 on the "old" MAT, and at least 500 on the modern one.
| Acronym | MAT |
|---|---|
| Type | Computer-based standardized test |
| Developer / administrator | Harcourt Assessment / Pearson Education |
| Purpose | Graduate school admission in the United States |
| Duration | 60 minutes |
| Offered | Multiple times per year |
| Restrictions on attempts | 1 attempt every 12 months |
| Countries / regions |
|
| Languages | English |
| Prerequisites / eligibility criteria | None |
| Website | www |
EDUCATIONAL ENTRANCE EXAMIATION
An entrance examination
UNIis an examination that educational institutions conduct to select prospective students for admission. It may be held at any stage of education, from primary to tertiary, even though it is typically held at tertiary stage
BY COUNTRY :
- FRANCE
- INDIA
- UNITED KINGDOM
BY COUNTRY
FRANCE
I France is the country that surely uses the most competitive examinations.[citation needed] Some education professionals[according to whom?] tend to say that the "Concours Général" (not mandatory, as the Baccalauréat is) in the last year of High School (Lycée) is the most difficult to take worldwide with only 250 places in all subjects for 15,000 applicants[1] (there is a failure rate of 98,3%). There are also an entrance competitive examination in order to enter medicine studies: (1 preparation year, 10 mandatory years after competitive exam, failure rate of 85%); "grandes écoles" of engineering (2 preparation years, 4 mandatory years after competitive exam, failure rate of approx. 50%), and "grandes écoles" of business (2 preparation years, 3 mandatory years after competitive exam, failure rate of approx. 25%). In France, the fact of having succeeded in one competitive exam is highly recognized by the society, and shows you are part of the national elite.
INDIA
In India, entrance examinations are chiefly confined to medicine, engineering, and management. These range from the BITS Pilani admission test and IIT-JEE where only one in a hundreds can hope to get admission to state level entrances which are many and varied. The stiff competition has led to a situation where many students neglect their school studies and focus solely on 'entrance coaching' which is time-consuming and expensive. This has led many states to scrap the entrances and base admissions on the school leaving marks which, unfortunately are none too reliable. Experts point out that in a country where many different boards are present common entrances are essential, but application skills rather than cramming should be stressed on. Frequent changes in the pattern of examination are essential since sticking to a 'standard text' or 'standard pattern' alone will favour the coaching industry and the rote-learners.
Entrance Examinations in India trace their roots to the University of Calcutta, which when established in 1857, introduced the practice to decide eligibility for admission. In that exam, one student was passed in every four candidates. From Bangladesh, India, Pakistan, Sri Lanka only 219 students were qualified. Only 162 were passed from the Bangladesh, Pakistan, Assam, Tripura, Meghalaya, Bihar, Jharkhand, Odisha, Uttar Pradesh, Madhaya Pradesh.[2] In the absence of a standardized school graduation examination, the University's entrance examinations were used as a substitute, known later as Matriculation examinations. Post-independence India has different systems of education whose syllabus and examination process are governed by both central and state-based statutory boards. Grades 10 and 12 which mark the culmination of secondary and higher secondary education, have standardized final examinations, referred to as the Secondary School Leaving Certificate (SSLC) examination after grade 10 (class X) and the Higher Secondary Examination(HSC) after grade 12.
UNITED KINGDOM
One-half of British universities have lost confidence in the grades that are awarded by secondary schools, and require many applicants to sit for a competitive entrance examination or other aptitude test. According to the Schools Minister, “strong evidence has been emerging of grade inflation across subjects” in recent.
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