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 ?
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 ?
that "what is made in ..." is not correct, therefore B, C and D are out
