Uninformed about students' experience in urban classrooms, critics often condemn schools' performance gauged by an index, such as standardized test scores, that are called objective and can be quantified and overlook less measurable progress, such as that in higher-level reasoning.
A. an index, such as standardized test scores, that are called objective and can be quantified and overlook less measurable progress, such as that
B. an index, such as standardized test scores, that are called objective and can be quantified and overlook less measurable progress, such as what is made
C. an index, such as standardized test scores, that is called objective and can be quantified and overlook less measurable progress, such as what is made
D. a so-called objective index, such as standardized test scores, that can be quantified and overlook less measurable progress, such as what is made
E. a so-called objective index, such as standardized test scores, that can be quantified and overlook less measurable progress, such as that
Source Kaplan Online Test
OA E
query :
When do we use what is / are type constructions on GMAT ?
Kaplan Online Test SC -Uninformed about students’
This topic has expert replies
Maybe, this is not a precise reply to your question but an explenation could be:
"Such as what is made" seems to be unnecessarily wordy, it is simliar to such as that, which is shorter and more accurate. Generally, if you have a choice always prefer a shorter version.
Moreover "such as what is made" tells us there is sth. made by sth/sb but not WHAT is made!
I hope it helps...
"Such as what is made" seems to be unnecessarily wordy, it is simliar to such as that, which is shorter and more accurate. Generally, if you have a choice always prefer a shorter version.
Moreover "such as what is made" tells us there is sth. made by sth/sb but not WHAT is made!
I hope it helps...
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I agree with deichgraf (apparently a fellow north german? that "what is made in ..." is not correct, therefore B, C and D are out
The singular/plural problem is caused by the additional information "an index, for example a test score, ...". The sentence refers to the index which is singular. The only remaining answer is, imo, E
The singular/plural problem is caused by the additional information "an index, for example a test score, ...". The sentence refers to the index which is singular. The only remaining answer is, imo, E
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here is my explanation
three things are mentioned after "that",
are called objective
can be quantified
overlook
now 'and' is used twice in this list, where as it could have been used only once with the last element in the list.
that brought down my options to D and E, where the above condition has been satisfied.
"what is made" in D is concisely presented by "that" in E (progress), so I went for E.
three things are mentioned after "that",
are called objective
can be quantified
overlook
now 'and' is used twice in this list, where as it could have been used only once with the last element in the list.
that brought down my options to D and E, where the above condition has been satisfied.
"what is made" in D is concisely presented by "that" in E (progress), so I went for E.
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dude, both refer to 'progress' over here, hence both are correct on context. However why should we want to form a redundant 'what is make' when the same objective can be achieved by 'that'.mmslf75 wrote:Uninformed about students' experience in urban classrooms, critics often condemn schools' performance gauged by an index, such as standardized test scores, that are called objective and can be quantified and overlook less measurable progress, such as that in higher-level reasoning.
A. an index, such as standardized test scores, that are called objective and can be quantified and overlook less measurable progress, such as that
B. an index, such as standardized test scores, that are called objective and can be quantified and overlook less measurable progress, such as what is made
C. an index, such as standardized test scores, that is called objective and can be quantified and overlook less measurable progress, such as what is made
D. a so-called objective index, such as standardized test scores, that can be quantified and overlook less measurable progress, such as what is made
E. a so-called objective index, such as standardized test scores, that can be quantified and overlook less measurable progress, such as that
Source Kaplan Online Test
OA E
query :
When do we use what is / are type constructions on GMAT ?
my way of solving the que was:
are refer to INDEX which is S-V error and hence A&B rejected.
C: requires 'that' after 'objective and'
D/E: only difference is 'that' and 'what is made' which I hope above reasoning narrows to answer.
Sonu
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Guys just have a query..
I came across the same question in kaplan.
And it has "overlooks" in option in E rather than overlook
Shouldn't it be
critics often condemn schools' performance gauged by an index... and overlook less measurable progress....
plural critics needs a plural verb.
Or Is critics considered singular..
I came across the same question in kaplan.
And it has "overlooks" in option in E rather than overlook
Shouldn't it be
critics often condemn schools' performance gauged by an index... and overlook less measurable progress....
plural critics needs a plural verb.
Or Is critics considered singular..