The American Bar Association’s House of Delegates on Monday rejected a proposal to end an admission testing requirement for law schools, an action that stalls the test-optional movement for legal education but does not necessarily kill it.
Thank you for your interest in the UAB School of Optometry. Applicants are strongly encouraged to apply early in the admissions cycle because we use a rolling admissions process. The deadline for applications for the class entering fall 2023 is April 1, 2023. A specific major is not required for admission to the UAB School of Optometry, but specific prerequisite courses must be completed prior to matriculation. Applicants must also complete the Optometry Admissions Test, submit letters of recommendation, forward academic transcripts and be interviewed at the UAB School of Optometry.
The Admissions Committee is keenly aware of your concerns during these uncertain times of COVID-19. We want to assure you we will show flexibility when accessing your academic record during the semesters effected by the COVID-19 outbreak. The Pass/Fail grading scale used for courses, including prerequisite courses, will be accepted whether the grading scale decisions were made by the institution or the student. Ultimately the committee remains committed to admitting the best and brightest students using a holistic assessment process.
Major and Credit Hour Requirements
A specific major is not required for admission to the UAB School of Optometry, but applicants should be completing or have completed a bachelor’s degree. Applicants scheduled to have a bachelor’s degree at the time of matriculation are given preferential consideration over those who will not have their degree prior to matriculation.
Applicants must have completed a minimum of 90 semester hours or 135 quarter hours, which is the equivalent of three years of college education, prior to matriculation. All courses must be taken at a fully accredited institution and must be acceptable to that institution for degree credit and major requirements. No more than 60 semester hours or 90 quarter hours earned at a two-year institution may be applied toward the credit hour requirement.
College-level Prerequisite Courses
Certain courses or their equivalents must be completed prior to matriculation. Applicants can submit an application before all prerequisite courses are completed. Candidates must complete all of the courses listed below with a grade of C or better prior to the summer term of the matriculation year.
Prerequisite Courses:
- 1 year of general biology with labs
- 1 course of microbiology1
- 1 course of biochemistry2
- 1 year of general chemistry with labs
- 1 course of organic chemistry with lab
- 1 year of general physics with labs
- 1 course of calculus
- 1 course of statistics3
- 1 year of English
- 1 course of general psychology3
- 1 year of social science4
One year is equal to two semesters or three quarters.
- Bacteriology and virology are accepted as substitute courses for microbiology.
- Molecular/cell biology is accepted as a substitute course for biochemistry.
- A statistics course taken in a psychology department will not be counted for fulfillment of both the psychology prerequisite and the statistics prerequisite.
- Any combination of two semesters or two quarters in sociology, economics, anthropology, history, political science or additional psychology courses.
Online and AP/CLEP Courses
We will accept prerequisite courses taken online or credits via AP/CLEP courses provided they are offered by an accredited college or university. Documentation of AP/CLEP courses should appear on the undergraduate transcript or through official score reports.
Optometry Admissions Test (OAT)
Applicants are encouraged to take the Optometry Admissions Test, which is offered online. We suggest taking the test during the spring/early summer of the year preceding anticipated application. If the results of the test are considered to be unsatisfactory, you then have the opportunity to repeat the test during the summer/early fall of the application year. The test can be retaken 90 days after the first test date. Other professional school entrance exams may be considered on a case-by-case basis.
For more information and to register online for the OAT, visit the Optometry Admissions Test website.
It is not necessary to take the OAT before applying. Interview invitations are extended to competitive applicants without OAT scores. However, admissions decisions cannot be made without OAT scores.
For information about testing times and locations, visit the visit the Optometry Admissions Test website, or contact the Optometry Admissions Testing Program by writing to 211 East Chicago Avenue, Chicago, Illinois 60611, or calling 312-440-2693.
Letters of Recommendation or Composite Evaluation
If available at the applicant's undergraduate institution, a composite evaluation by a pre-health professions advisory committee is preferred. If you are unable to get an HPA composite letter, the three individual letters should come from two faculty members who are knowledgeable about your scholastic abilities and personal character and one optometrist with whom you have shadowed and/or worked.
Transcripts
Official and complete transcripts of all work attempted at colleges and universities must be forwarded to OptomCAS by the institutions attended. Supplementary transcripts must be forwarded to OptomCAS following completion of courses not included on the original transcripts.
Interview Process
All admitted candidates must have been interviewed at the UAB School of Optometry. Applicants may be invited for an interview any time during a period beginning in September and ending as late as April.
Additional Factors Considered by the Admissions Committee
Scholastic Aptitude and Performance
Successful completion of the optometry curriculum requires that a student be able to acquire a large amount of material in a limited time and have the ability to apply this material. In addition to the OAT scores and the overall college record, the UAB School of Optometry Admissions Committee considers whether students maintain or Improve their performances as they progress to more advanced courses in their undergraduate curriculum.
Extracurricular ActivitiesReasonable involvement in extracurricular activities is considered important. Community service and leadership qualities are also desirable.
Optometry-Related ExperienceApplicants are required to explore the optometry field either by employment or in a volunteer/job shadow capacity for at least 40 hours.
Personality, Character and MotivationThe personal and social traits and other non-intellectual characteristics important for the future optometrist are very difficult to measure objectively. The committee relies heavily on the letters of recommendation and/or composite college evaluation, character recommendations and the interview for this information.
Selection Process
The UAB School of Optometry admits a target class size of 50 highly qualified students each year. The number of positions available for Alabama residents, Southern Regional Education Board state residents and non-resident applicants may vary from year to year.
The Admissions Committee has the responsibility of reviewing and evaluating all applications and selecting those who are the best qualified. Notices of acceptance may be received as early as September and as late as May. Applicants who are not accepted for one of the regular class positions may be accepted for an alternate position. Those holding alternate positions may receive notification of admission to the class as late as the middle of August, should a regular position become available.
Acceptances may be designated as conditional upon successful completion of requirements. All students admitted must maintain the level of academic performance consistent with that previously demonstrated. The Admissions Committee reserves the right to deny admission to an already admitted student whose academic performance falls below standards deemed appropriate for acceptance.
Information for Non-resident and International Students
To be considered for admission, international students must have the academic, linguistic, and financial abilities to successfully complete the professional program. Specific requirements are as follows:
Academic Requirements
International applicants must fulfill the same undergraduate academic requirements as United States applicants.
Foreign Transcripts
International applicants are required to submit official foreign transcripts to an approved foreign transcript evaluation service for a course-by-course U.S. equivalency report. The official evaluation should then be sent to OptomCAS. We highly recommend that you contact the foreign transcript evaluation service as early as possible. The service may take several weeks to process your foreign transcript once it is received. Below is a list of commonly used and accepted evaluation services.
Testing and Interview Requirements
- All applicants must take the Optometry Admission Test (OAT). Other accepted entrance exams includes the MCAT, DAT and PCAT.
- If English is not the primary language, the student will be required to take the Test of English as a Foreign Language (TOEFL).
Visa Information
Students who are outside the US and admitted to the UAB School of Optometry must generally obtain an F-1 or J-1 student visa to enter the US to begin classes. The UAB Office of International Student and Scholar Services (ISSS) will assist you and provide the information necessary to obtain a visa after admission. Specific information on sponsorship and financial requirements can be obtained from:
International Student and Scholar Services
Melvin H. Sterne Library
917 13th Street South
Birmingham, AL 35294
Telephone (205) 934-3328
This email address is being protected from spambots. You need JavaScript enabled to view it.
The UAB School of Optometry utilizes OptomCAS and requires a supplemental application.
Admission test for MBBS in government and private medical colleges of the country is set to take place on March 10
The application process for admission to government and private medical colleges in Bangladesh began on Monday.
It would continue till February 23.
Online application fee can be submitted till 11:59pm on February 24.
Director of Health Education Department (Medical Education) Dr Mujtahid Muhammad Hossain said admission test for MBBS in government and private medical colleges of the country is set to take place on March 10.
The test will be held from 10am to 11am on that day.
Earlier it was informed in a circular that according to the policy-2023 formulated by Bangladesh Medical and Dental Council for medical admission, application can be made online at the scheduled time. Applicant must be a citizen of Bangladesh.
Students who have obtained GPA 9 collectively in Secondary School Certificate (SSC) and Higher Secondary Certificate (HSC) can apply for admission online.
There are 4,350 seats in 37 government medical colleges and 6,489 seats in 72 private medical colleges.
In 2022, the medical admission test was held on April 1 where 143,000 students participated.
Admission circular will be published with details soon
The MBBS admission test for the 2022-23 academic year will take place on March 10 at government and private medical colleges.
The date of the admission test was finalized in a meeting on Monday.
Director General of the Directorate General of Medical Education (DGME) Prof Dr Tito Mia confirmed the matter to Dhaka Tribune after a meeting held at the ministry of health on Monday.
Admission circular will be published with details soon.
On February 8, the HSC test results will be published.
Admission and merit scholarship consideration for students who apply as test-optional is based on several factors, including high school GPA, grades in coursework required for university admission, and rigor/performance in advanced courses (AP, IB, Honors, etc.).
Consideration for students applying with a test score includes all the above plus their highest composite ACT or SAT score.
They’re making their lists, checking them twice, trying to decide who’s in and who’s not. Once again, it’s admissions season, and tensions are running high as university leaders wrestle with challenging decisions that will affect the future of their schools. Chief among those tensions, in the past few years, has been the question of whether standardized tests should be central to the process.
In 2021, the University of California system ditched the use of all standardized testing for undergraduate admissions. California State University followed suit last spring, and in November, the American Bar Association voted to abandon the LSAT requirement for admission to any of the nation’s law schools beginning in 2025. Many other schools have lately reached the same conclusion. Science magazine reports that among a demo of 50 U.S. universities, only 3 percent of Ph.D. science programs currently require applicants to submit GRE scores, compared with 84 percent four years ago. And colleges that dropped their testing requirements or made them optional in response to the pandemic are now feeling torn about whether to bring that testing back.
Proponents of these changes have long argued that standardized tests are biased against low-income students and students of color, and should not be used. The system serves to perpetuate a status quo, they say, where children whose parents are in the top 1 percent of income distribution are 77 times more likely to attend an Ivy League university than children whose parents are in the bottom quintile. But those who still endorse the tests make the mirror-image claim: Schools have been able to identify talented low-income students and students of color and provide them transformative educational experiences, they argue, precisely because those students are tested.
These two perspectives—that standardized tests are a driver of inequality, and that they are a great tool to ameliorate it—are often pitted against each other in contemporary discourse. But in my view, they are not oppositional positions. Both of these things can be true at the same time: Tests can be biased against marginalized students and they can be used to help those students succeed. We often forget an important lesson about standardized tests: They, or at least their outputs, take the form of data; and data can be interpreted—and acted upon—in multiple ways. That might sound like an obvious statement, but it’s crucial to resolving this debate.
I teach a Ph.D. seminar on quantitative research methods that dives into the intricacies of data generation, interpretation, and application. One of the readings I assign —Andrea Jones-Rooy’s article “I’m a Data Scientist Who Is Skeptical About Data”—contains a passage that is relevant to our thinking about standardized tests and their use in admissions:
Data can’t say anything about an issue any more than a hammer can build a house or almond meal can make a macaron. Data is a necessary ingredient in discovery, but you need a human to select it, shape it, and then turn it into an insight.
When reviewing applications, admissions officials have to turn test scores into insights about each applicant’s potential for success at the university. But their ability to generate those insights depends on what they know about the broader data-generating process that led students to get those scores, and how the officials interpret what they know about that process. In other words, what they do with test scores—and whether they end up perpetuating or reducing inequality—depends on how they think about bias in a larger system.
First, who takes these tests is not random. Obtaining a score can be so costly—in terms of both time and money—that it’s out of reach for many students. This source of bias can be addressed, at least in part, by public policy. For example, research has found that when states implement universal testing policies in high schools, and make testing part of the regular curriculum rather than an add-on that students and parents must provide for themselves, more disadvantaged students enter college and the income gap narrows. Even if we solve that problem, though, another—admittedly harder—issue would still need to be addressed.
The second issue relates to what the tests are actually measuring. Researchers have argued about this question for decades, and continue to debate it in academic journals. To understand the tension, recall what I said earlier: Universities are trying to figure out applicants’ potential for success. Students’ ability to realize their potential depends both on what they know before they arrive on campus and on being in a supportive academic environment. The tests are supposed to measure prior knowledge, but the nature of how learning works in American society means they end up measuring some other things, too.
In the United States, we have a primary and secondary education system that is unequal because of historic and contemporary laws and policies. American schools continue to be highly segregated by race, ethnicity, and social class, and that segregation affects what students have the opportunity to learn. Well-resourced schools can afford to provide more enriching educational experiences to their students than underfunded schools can. When students take standardized tests, they answer questions based on what they’ve learned, but what they’ve learned depends on the kind of schools they were lucky (or unlucky) enough to attend.
This creates a challenge for test-makers and the universities that rely on their data. They are attempting to assess student aptitude, but the unequal nature of the learning environments in which students have been raised means that tests are also capturing the underlying disparities; that is one of the reasons test scores tend to reflect larger patterns of inequality. When admissions officers see a student with low scores, they don’t know whether that person lacked potential or has instead been deprived of educational opportunity.
So how should colleges and universities use these data, given what they know about the factors that feed into it? The answer depends on how colleges and universities view their mission and broader purpose in society.
From the start, standardized tests were meant to filter students out. A congressional report on the history of testing in American schools describes how, in the late 1800s, elite colleges and universities had become disgruntled with the quality of high-school graduates, and sought a better means of screening them. Harvard’s president first proposed a system of common entrance exams in 1890; the College Entrance Examination Board was formed 10 years later. That orientation—toward exclusion—led schools down the path of using tests to find and admit only those students who seemed likely to embody and preserve an institution’s prestigious legacy. This brought them to some pretty unsavory policies. For example, a few years ago, a spokesperson for the University of Texas at Austin admitted that the school’s adoption of standardized testing in the 1950s had come out of its concerns over the effects of Brown v. Board of Education. UT looked at the distribution of test scores, found cutoff points that would eliminate the majority of Black applicants, and then used those cutoffs to guide admissions.
These days universities often claim to have goals of inclusion. They talk about the value of educating not just children of the elite, but a diverse cross-section of the population. Instead of searching for and admitting students who have already had tremendous advantages and specifically excluding nearly everyone else, these schools could try to recruit and educate the kinds of students who have not had remarkable educational opportunities in the past.
A careful use of testing data could support this goal. If students’ scores indicate a need for more support in particular areas, universities might invest more educational resources into those areas. They could hire more instructors or support staff to work with low-scoring students. And if schools notice alarming patterns in the data—consistent areas where students have been insufficiently prepared—they could respond not with disgruntlement, but with leadership. They could advocate for the state to provide K–12 schools with better resources.
Such investments would be in the nation’s interest, considering that one of the functions of our education system is to prepare young people for current and future challenges. These include improving equity and innovation in science and engineering, addressing climate change and climate justice, and creating technological systems that benefit a diverse public. All of these areas benefit from diverse groups of people working together—but diverse groups cannot come together if some members never learn the skills necessary for participation.
But universities—at least the elite ones—have not traditionally pursued inclusion, through the use of standardized testing or otherwise. At the moment, research on university behavior suggests that they operate as if they were largely competing for prestige. If that’s their mission—as opposed to advancing inclusive education—then it makes sense to use test scores for exclusion. Enrolling students who score the highest helps schools optimize their marketplace metrics—that is, their ranking.
Which is to say, the tests themselves are not the problem. Most components of admissions portfolios suffer from the same biases. In terms of favoring the rich, admissions essays are even worse than standardized tests; the same goes for participation in extracurricular activities and legacy admissions. Yet all of these provide universities with usable information about the kinds of students who may arrive on campus.
None of those data speak for themselves. Historically, the people who interpret and act upon this information have conferred advantages to wealthy students. But they can make different decisions today. Whether universities continue on their exclusive trajectories or become more inclusive institutions does not depend on how their students fill in bubble sheets. Instead, schools must find the answers for themselves: What kind of business are they in, and whom do they exist to serve?
College admission tests are becoming a thing of the past.
More than 80% of U.S. colleges and universities do not require applicants to take standardized tests—like the SAT or the ACT. That proportion of institutions with test-optional policies has more than doubled since the spring of 2020.
And for the fall of 2023, some 85 institutions won't even consider standardized test scores when reviewing applications. That includes the entire University of California system.
Currently, only 4% of colleges that use the Common Application system require a standardized test such as the SAT or the ACT for admission.
Even before the pandemic, more than 1,000 colleges and universities had either test-optional or so-called "test-blind" policies. But as the pandemic unfolded, more than 600 additional institutions followed suit.
At the time, many college officials noted that health concerns and other logistics associated with test-taking made them want to reduce student stress and risk. Concerns about racial equity also factored into many decisions.
Other institutions are what some call "test-flexible," allowing applicants to submit test scores from Advanced Placement or International Baccalaureate exams in place of the SAT or ACT.
Tests under fire
For many years, advocates and scholars have fought against the use of standardized tests, in general, and for college admission.
One critique is simple: Standardized tests aren't that useful at measuring a student's potential. Research has repeatedly shown that a student's high school GPA is a better predictor of college success than standardized test scores such as the SAT or ACT.
But there are deeper issues too, involving race and equity.
The development and use of standardized tests in higher education came out of the eugenics movement. That movement claimed—and then used misleading and manufactured evidence to support the idea—that people of different races had different innate abilities.
"Standardized tests have become the most effective racist weapon ever devised to objectively degrade Black and Brown minds and legally exclude their bodies from prestigious schools," according to Ibram X. Kendi, director of the Center for Anti-Racist Research at Boston University.
Kendi is not alone in highlighting the historic links between standardized tests and discrimination. Joseph A. Soares, editor of "The Scandal of Standardized Tests: Why We Need to Drop the SAT and ACT," has documented "[t]he original ugly eugenic racist intention behind the SAT, aimed at excluding Jews from the Ivy League." He says that goal has now "been realized by biased test-question selection algorithms that systemically discriminate against Blacks." In his work, Soares draws attention to the practice of evaluating pilot questions and removing from the final test version questions on which Black students did better than white students.
My colleague Joshua Goodman has found that Black and Latino students who take the SAT or the ACT are less likely than white or Asian students to take it a second time. They perform less well, which contributes to disproportionately low representation of college students from low-income and racial minority backgrounds.
Those factors—as well as a lawsuit arguing discrimination based on test performance—were behind the May 2020 decision by the University of California's Board of Regents to discontinue using SAT and ACT scores in admissions decisions.
Economics of higher education
Colleges and universities tend to seek applicants with good grades and other achievements. They are often seeking a diverse pool from which to build their classes. Colleges that did not require standardized tests in applications for students arriving in fall 2021 "generally received more applicants, better academically qualified applicants, and more diverse pools of applicants." That's according to Bob Schaeffer, executive director of FairTest, an advocacy group working to "end the misuses and flaws of testing practices" in higher education and in the K-12 sector.
In addition, birth rates are declining, and the number of 18-year-olds seeking to enter college is decreasing. Many institutions are seeking to make it easier for people to apply to college.
As a result of these factors, I expect to see high school students begin to choose where to apply based at least in part on whether colleges require standardized tests, consider them or ignore them entirely. According to U.S. News & World Report, most of the colleges in the U.S. that still require test scores are located in Southern states, with the highest count in the state of Florida.
The testing business
The test-taking business, including preparatory classes, tutoring and the costs of taking the tests themselves, is a multibillion-dollar industry.
As more institutions reduce their attention to tests, all those businesses feel pressure to reinvent themselves and make their services useful. The College Board, which produces the SAT and other tests, has recently tried to make its flagship test more "student-friendly," as the organization put it. In January 2022 it released an online SAT that is supposed to be easier for test sites to administer and easier for students to take.
In accurate conversations I have had in research into higher education policies, admission directors at selective universities tell me that standardized test scores have become an optional component of a portfolio of activities, awards and other material, that applicants have at their disposal when completing their college applications.
Institutions that have gone test-blind have already decided that the SAT is no longer part of the equation. Others may join them.
This article is republished from The Conversation under a Creative Commons license. Read the original article.
Citation: The SAT and ACT are less important than you might think, says professor (2023, January 26) retrieved 19 February 2023 from https://phys.org/news/2023-01-sat-important-professor.html
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Under the bar association’s procedures, though, the final word on law school admission standards rests with the Council of the ABA Section of Legal Education and Admissions to the Bar, which is the association’s accrediting arm. The council last year gave the proposal preliminary approval.
“The Council is disappointed in the House of Delegates’ vote,” Bill Adams, the bar association’s managing director of accreditation and legal education, said in a statement. The council will consider next steps at a Feb. 17 meeting, he said.
The LSAT is the most widely used admission test for law schools. It assesses skills in reading comprehension, analytical reasoning and logical reasoning, and has long been a prime metric for gatekeepers of law schools. The LSAT poses multiple-choice questions in one part, and in a second part it prompts test-takers to write a persuasive essay under proctored conditions. More than 100,000 people take it annually.
In accurate years, many colleges and universities have adopted test-optional policies for undergraduate admissions. Law schools, though, are required to use admission test scores to meet the bar association’s accrediting standards.
Critics of admission tests say they pose an unnecessary barrier to disadvantaged students who otherwise have strong potential. Proponents say tests provide useful information to admissions officers and help qualified applicants make their case. They also are often used, in combination with grade-point averages and other factors, to help decide whether admitted students will qualify for scholarships.
Even if the bar association drops the mandate for admission test scores, individual law schools still would be allowed to require them.
The debate over the LSAT comes at a moment of unusual flux and scrutiny for legal education, as many prominent law schools have declared opposition to cooperating with U.S. News & World Report’s influential annual rankings. LSAT and GRE scores have long been a part of the U.S. News ranking formula. In addition, many schools are bracing for the possibility that the Supreme Court later this year will reverse decades of precedent and end race-conscious affirmative action in college and university admissions.
Marc L. Miller, dean of the University of Arizona’s law school, said he was disappointed in the House of Delegates vote. The admissions testing requirement, he said, makes law schools “an outlier” in graduate-level professional education. And he said the mandate is “harmful for the widely shared goal of increasing diversity and access in our profession.”
The management of Liaquat University of Medical and Health SciencesL (UMHS) Jamshoro on Saturday conducted a pre-admission entry test for admissions in various Undergraduate Degree and Diploma Programme at LUMHS. A total number of six thousand male and female candidates appeared in the test, of which admission will be granted to 750 candidates in different degree and diploma programmes. Vice Chancellor LUMHS Prof. Dr. Ikram Din Ujjan who personally monitored the arrangements of the pre-admission entry test said that the University has launched various new degree and diploma programmes, which will be beneficial for the students to secure their career within the country as well as abroad.
IIT JAM 2023: IIT Guwahati conducted Joint Admission Test on February 12, 2023. Now, it is expected that IIT JAM answer key will be released soon at jam.iitg.ac.in. Check updates here
IIT JAM 2023: The Indian Institute of Technology (IIT) Guwahati is expected to soon release the answer key of IIT Joint Admission Test (JAM) 2023 in online mode. Once released, the IIT JAM answer key can be downloaded from the official website - jam.iitg.ac.in. With the help of the answer key of JAM, candidates will be able to cross-check all Dumps asked in the exam.
Based on the IIT JAM 2023 answer key, candidates will be given the provision to raise objections. Based on the challenges, the officials will release the final answer key and IIT JAM 2023 result. As per the date mentioned on the official website, the IIT JAM result will be announced on March 22, 2023.
IIT JAM 2023 Dates
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Events |
Dates |
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IIT JAM Question Papers |
To be notified |
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IIT JAM Answer Key |
To be notified |
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IIT JAM Result |
March 22, 2023 |
IIT JAM 2023 Answer Key Date
As per media reports, IIT JAM answer key and response sheets are expected to be released by the end of this month. However, an official update regarding the same is still awaited. Earlier, IIT Guwahati conducted IIT JAM 2023 on February 12. Therefore, all those who appeared for the entrance test are waiting for the release of IIT JAM answer key and question papers.
IIT JAM 2023 Question Papers
As of now, there has been no update regarding the release of IIT JAM question papers. However, candidates are expecting that IIT JAM question paper 2023 will be released on the official website along with the answer key. IIT JAM 2023 question papers will include these subjects -Economics, Chemistry, Mathematical statics, Geology, Mathematics, Biotechnology and Physics.
IIT JAM 2023 Result
The date for the announcement of IIT JAM result has already been announced. IIT JAM 2023 result will be declared on March 22 by IIT Guwahati on the official website. Candidates will have to use their login credentials to check their IIT JAM result 2023. All those who will qualify in the test can fill out the online application for admission from April 11 to 25, 2023. JAM Scores will be used for admission to M.Sc., M.Sc. (Tech), Joint M.Sc. - Ph.D., M.Sc.- M.Tech. Dual Degree, MS (R), M.Sc. - Ph.D. Dual Degree, and Integrated Ph.D. in various institutes.
IIT JAM 2023 Paper Analysis
This year, IIT JAM was conducted in two slots in over 100 cities across India. The morning session started from 9:30 am to 12:30 pm. While the afternoon session was conducted from 2.30 pm to 5.30 pm. Session 1 was conducted for three papers or subjects which were Chemistry, Geology and Mathematics. Session 2 had four subjects Physics, Biotechnology, Mathematical Statistics, and Economics.
As per media reports and the candidate's feedback, the difficulty level of IIT JAM 2023 slot 1 was moderate to tough. The difficulty level of Mathematics was moderate to tough, the Chemistry and Geology subjects were of easy difficulty level. Whereas, slot 2 IIT JAM's difficulty level was easy to moderate, as per those who appeared for the exam.
Also Read: GATE Cut Off 2023 Expected: Branch Wise Previous Year Cut Off Marks
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