Self-paced
When you've studied for YEARS (on and off) and get sub-par, mediocre timed PT scores (153 being the highest) but blind review in the mid-high 160's-177?
Words can't even begin to describe how demoralizing and unmotivating this is...
5
3 comments
Hi there! I know this feels frustrating, but honestly, I see this as a sign that your challenge is probably about timing, confidence, or handling pressure, not about not understanding the material.
If your blind review score is in the high 160s or even 170s, that tells me that, when you have enough time, you can usually find the right answer. That's a big difference from someone whose timed and blind review scores are both in the low 150s. In your case, you really do know the material.
The next thing to figure out is where those points are slipping away. Are you spending too much time on tough questions? Are you changing answers that were right the first time? Is pacing tricky, or does the timer make you panic? There are a few reasons why your timed and blind review scores might be different, so it's important to pinpoint what's going on for you.
Don't underestimate how much the timer can mess with your head! A lot of students start to hesitate, second-guess themselves, or rush when they see the clock ticking, even if they know how to solve the questions. So I would recommend pinpointing exactly where and why the points are being lost.
@Asma Thank you for the thoughtful reply! I will try to pay closer attention to how time impacts me.
I'm well aware of the psychological impact that the timing constraints have, but I will have to work to more closely to analyze and determine how it is affecting me on a more practical and strategic level as I work through the test.
I'm pretty sure I can tell you EXACTLY what it means.
A blind review score in the high 160s/170s tells us you’re already doing a decent job of learning question types, answer processes, argument structure, and how passages are constructed once timing pressure is removed. So the issue typically is not raw ability or a complete lack of understanding.
The issue is usually that those skills and concepts still are not operating within a stable top-down structure that properly governs your process under timed conditions. Without that overriding structure in place, consistency, speed, and accuracy all tend to break down once the clock is introduced.
The "top-down structure" is real and tangible. It propels you forward through each question while also creating guardrails that keep you from veering off course. And it's not acquired simply by doing practice questions and blind reviews. It's an actual curriculum that, like the rest of the prep, needs proper installation.
When that top-down structure becomes properly installed through your prep, you stop suffering from:
rushed reading,
unstable answer processes,
inconsistent prioritization,
second-guessing,
and breakdowns in control from question to question.
As a result, the clock stops disrupting the actual execution processes. That’s why students in this situation often feel like they “know the test” untimed but can’t consistently translate it into stable timed performance yet.
In my opinion, the missing ingredient is the top-down structured framework. Hope that helps.