GMAT Proctor Prepper
by
Anthony Bolling and Kimberly Hall
Instructional Objective
The learners will reinforce and practice their test taking
strategies for the Critical Thinking questions on the Graduate
Admissions Management Test. (GMAT).
Learners
The learners are postbaccaulereate students at San Diego State
University's American Language Institute. They are from Asian, Middle
Eastern, European and South American countries and English is their
second language. They are at an advanced level of English and their
goal is to gain admittance to an American MBA program (hence the
necessity of success on the GMAT).
Object of Game
Answer the questions correctly in order to collect points and
reach "Stop." The first player/team to reach "Stop" within a 50
minute time period wins. If no one reaches "Stop" within the time
period, the player/team with the most points wins.
Game Materials
 Game board
 1 90 second timer
 3 playing tokens of different colors
 2 dice, 4 sided
 1 stack of 15 point Question cards
 1 stack of 10 point Question cards
 1 stack of 15 point Explanation cards
 1 stack of Strategy cards
 1 answer key with answers and explanations in red
 3 note pads
 3 pencils
Time Required
The game is for 23 teams with 46 players or 23 individual
players, depending on the skill level of participants. The teacher
will allot a 50 minute time period during the GMAT class.
The Setup
 1. Place each of the 4 Categories of Cards face down in the
appropriate sections on the board.
 2. There are five types of spaces along the path of the board:
Question Spaces (Q), Explanation Spaces
 (E), Strategy Spaces (S), Bonus Point Question Spaces (BQ),
and Penalty Spaces (P).






The Rules

1. Each player/team places their playing piece in the Start Box
2. Each player/team rolls the dice. The highest number takes the
first turn.
3. On your turn, roll the dice and move your playing piece the
number rolled.
4. Make sure to move only 1 space at a time along the HOME STRETCH
(last 5 spaces). NO DICE !!
If you land on a . . .

Then . . .

Question Space

 Select a Qcard and choose an answer within 90
seconds.
 Note: Opponent refers to answer
key

Explanation Space

 Select an Ecard and explain why given answer is the
best choice within 90 seconds
 Note: Opponent refers to answer
key

Strategy Space

Select an SCard, read the card aloud and roll the dice
again

Bonus Point Question Space

 Select a QCard and Choose an Answer within 90
seconds;
 correct answer will earn you Double or Triple points
 Note: Opponent refers to answer
key

Penalty Space

Follow the directions printed on that space

Game Situations
If . . .

Then . .

Player correctly answers a question

 1. Keep the card and later add the number to their
score.
 2. Continue to roll the dice and proceed until they
give an incorrect answer.
 3. The next time the player lands on a "Question"
they must choose a 15 pt. QCard.

Player incorrectly answers a question

 1. Move playing piece back to the previous "Strategy"
and wait for next turn to roll the dice.
 2. The next time the player lands on a "Question"
they must choose a 10 pt. QCard.

There is a dispute regarding accuracy of an answer.

The instructor will make the final judgment.

Player (A) lands on a Strategy Space that's already
occupied by another player (B)

 Player A may choose to :
 1. Pick a Strategy Card and roll the dice again,
or
 2. Challenge Player B to answer a 10 pt. Question.

 If Player B answers "Challenge" correctly . .
 Note: Opponent refers to answer
key

 1. Player A remains on "Strategy" with no additional
roll of the dice.
 2. Player B gets 10 pts and waits for their next
turn..

 If Player B answers "Challenge" incorrectly .
Note: Opponent refers to answer
key

 1. Player A rolls the dice again and proceeds.
 2. Player B moves backward to previous "Strategy".

Design Process
Along with providing students with a game to practice their GMAT
testtaking strategies on the Critical Thinking (CT) questions, this
games exposes them to the context of the computerized conditions.
Recently the Educational Testing Service abandoned the paper and
pencil GMAT for a computerized GMAT. The American Language Institute
does not yet have software and ample computers for these students to
practice. Thus, students are not exposed to the differences between
the paper and computer test in the classroom. The changes the
computer test enforces are as follows:
 the students are unable to underline or mark the test; they
must take notes only on a note pad
 they are unable to skip an answer and go back; they must
answer each question as it approaches them
 when they answer correctly, the computer gives them a more
difficult answer; when they answer incorrectly the computer gives
them an easier answer (the difficult questions are worth more
points)
A path format with a time limit is realistic for a GMAT game.
Students begin at "Start," proceed methodically and earn points under
timed conditions until they reach "Stop" or the time expires. There
is a limit of 3 teams or 3 individual players to allow sufficient
involvement of all players.
Although the actual test encompasses only questions, we felt this
style would be monotonous as a game so we included variations to
guide students in improving their skills. We intentionally placed
more Strategy spaces at the beginning of the path which dwindle as
the path proceeds; consequently, the Question spaces increase. This
provides for ease in warmup and increase in complexity.
 The Strategy questions provide a reinforcement of the
strategies the students were taught in the class.
 The Explanation questions provide the answer and the student
has to explain why the answer is correct.
 After testing the game the students recommended more
variations within the type of spaces. "Some Punishments" is what
they encouraged us to include (as though the GMAT isn't punishment
enough!). Along with Bonus Points, penalty spaces would add to the
enthusiasm of competition, so we added
 2 Penalty spaces
 3 Bonus Point Question Spaces (in addition to the 3
established ones).

 Another recommendation from the students was to change the
graphics on the strategy cards to directly relate to the
particular strategy. One student encouraged me, "we learn better
with visuals," meaning visuals that are related to the text. So we
redesigned the specific cards that needed change. Also, the
students pointed out that the Explanation questions were the most
difficult, so there should be a substantial reward for answering
them correctly. Otherwise, as they informed me, they wouldn't be
motivated to answer them. We changed the value of the Explanation
questions from 0 to 15 points.

 Aside from these changes, the students agreed that the the
remaining elements of the game were appropriate to their needs.
Particularly useful to them are the provided answer explanations
and translations in simple English on the Answer Key. The Answer
Key is designed for ease of use and restricted exposure of only
one answer at a time; otherwise it would be tempting for the
players to look at the other answers. The answers and explanations
are in red, which stand out from the standard black print.

 Overall, the students feel it is a fun and challenging game;
it encourages critical thinking in a competitive way. Cooperation
is also involved when students play in teams.
References
 Educational Testing Service (1996). GMAT: Practicing to take
the General Test; The Big Book. Princeton, NJ: Educational Testing
Service.
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