Why CAT Educators Still Take the Exam; Insights from Teaching and Testing explores an unusual trend among some Common Admission Test (CAT) trainers in India. Instead of pursuing admission to MBA programmes, several experienced educators continue to write the CAT exam themselves to stay connected with the exam experience and refine their teaching strategies. This practice has become a professional tool for understanding evolving patterns and student pressures associated with CAT. Many of these educators argue that participating in the exam firsthand helps them remain effective guides for aspirants preparing for one of India’s most competitive management entrance tests.
CAT 2025 Educators’ Practice: Purpose and Rationale
Educators taking CAT are not doing so to secure seats in Indian Institutes of Management (IIMs) or other MBA programmes. Their primary goal is to experience the exam environment, time management pressures, and question patterns firsthand. Experienced faculty members say that participation in the exam enables them to understand subtle changes in the format that might not be obvious from mock tests or post-exam analysis alone. Many believe this firsthand experience enhances their capacity to mentor students more effectively. Typical motivations behind this practice include:
- Understanding real exam pressure: Educators often find that actual exam conditions reveal stress and decision-making challenges not evident in practice tests.
- Analysing question trends: Taking CAT allows them to observe slight shifts in question framing or difficulty that might influence class instruction.
- Recalibrating teaching strategies: Firsthand experience helps coaches adjust their approaches to better support students, particularly those from non-engineering or humanities backgrounds.
Several trainers have documented multiple attempts over the years. One educator, who began teaching in 2015, wrote the CAT 12 times while another colleague attempted it 21 times. They emphasise that performance metrics matter less than staying attuned to the dynamics of the exam itself.
Teaching CAT from the Inside: Practical Benefits
Critics might question the necessity of educators sitting for an entrance test they already teach. However, proponents of this practice argue that only real exam experience can reveal certain nuanced aspects that mock test environments do not simulate effectively. According to senior faculty members, real exam conditions expose them to factors such as timing pressure, fatigue over three sections, and the emotional stress of decision-making. These insights are then used to refine coaching techniques and tailor guidance for diverse learner profiles. Additionally, educators believe this helps them offer practical advice rather than theoretical strategies, particularly for aspirants from non-engineering or unconventional academic backgrounds.
CAT Experience as Pedagogical Insight
Among educators, the philosophy of “learning by doing” is applied directly. By encountering the same challenges students face, trainers report greater empathy and understanding of the exam’s mental demands. Many assert that this approach helps make classroom mock tests and feedback sessions more relevant and realistic. While critics emphasise that educators taking CAT could be viewed as unconventional, supporters argue that such participation ultimately benefits learners by ensuring that instruction remains aligned with the latest exam trends and real test-day realities.
