Total views : 204

Proposed Skill Assessment Models for College Admissions to the Golf Departments in Korea: An Application of the Rasch Partial Credit Model


  • Department Golf, Hoseo University, 20 Hoseo-ro 79, Baeon-gil Baebang-eup, Asan-si,Chungcheongnam-do, 31499, Korea, Republic of
  • Industry Academic Research, Konkuk University, 268, Chungwon-daero, Chungju-si,Chungcheongbuk-do, 27478, Korea, Republic of
  • Department Marine Sports, Hanseo University, 46 Hanseo 1-ro, Haemi-myeon, Seosan-si,Chungcheongnam-do, 31962, Korea, Republic of


Objectives: Currently, for the assessment of skill in drives, iron shots, and approach shots for admission to golf departments in Korean Colleges, an applicant’s golf ability is evaluated based on the sum of successful shots made regardless of the difficulty level. Methods/Statistical Analysis: To address this problem, the lowest weight and the highest weight were determined based on face validity, and then weights were determined in proportion to the difficulty levels estimated from applying the Rasch partial credit model statistically. Findings: Results showed that, the lowest weight (1.00) was assigned to drives, the highest weight (1.50) to approach shots, and the interpolated weight (1.42) to iron shots. For female students, the lowest weight (1.00) was also assigned to drives, the highest weight (1.50) to approach shots, and the interpolated weight (1.47) to iron shots. Application/Improvement: Accordingly, for male students, the difficulty level of approach shots was the highest, followed by those of iron shots and drives. For female students, the difficulty level of approach shots was also highest, followed by those of iron shots and drives.


Golf Evaluation Model, Rasch Partial Credit Model, University Admissions, Weight.

Full Text:

 |  (PDF views: 151)


  • OECD. Date Accessed: 2016: Available from:
  • 2010 Korean Social Indicator. Date Accessed: 2011: Available from:
  • Kim DH. Study on improvement plan of player selection in university sports and entrance examination system of student athletes. Journal of Korean Association of Sports Law. 2013; 16(1):57-81.
  • Kang SJ. Fairness of the college entrance performance assessment in physical education and dance departments. Korean Journal of Physical Education. 2001; 40(1):614-29.
  • Safrit MJ, Wood TM. PA: Mosby: Introduction to measurement in physical education and exercise science. 1995.
  • Choi HW, Lee CW, Sul JD. Grounded theoretical analysis on the adaptation process for the freshman of college of clubs. Korean Journal of Physical Education. 2013; 22(3):323-33.
  • The complete golf manual. Date Accessed: 2010: Available from:
  • Moon TY, Kim EK. Standardization procedure of motor abilities test for college entrance exam. Journal of Korean Physical Education Association for Girls and Women. 1998; 12:65-74.
  • Koh SH. Effect of items in an N-R Test Battery for the College Entrance Examination. Korean Journal of Physical Education. 2000; 39(2):658-67.
  • Lee JW. Seoul: Korean National Sport University: The each domain importance of student evaluation for physical education in middle school. Unpublished thesis. 2003; p. 2-5.
  • Jeong JW. Chungbuk: Korea National University of Education: Research on the assessment of physical and psychomotor domain in physical education at middle school. Unpublished thesis. 2008; p. 14-24.
  • Kang SJ. How to determine the weight of different major table tennis competition games. Korean Journal of Physical Education. 2005; 44(3):513-24.
  • Masters GN. The analysis of partial credit scoring. Applied Measurement in Education. 1988; 1(4):279-97.
  • Hambleton RK, Roberts DM, Traub RE. A Comparison of the reliability and validity of two methods for assessing partial knowledge on a multiple-choice test. Journal of Educational Measurement. 1970; 7(2):75-82.
  • Stanley JC, Wang MD. New York: College Entrance Examination Board: Differential weighting: A survey of methods and empirical Studies. 1968; p. 50-90.
  • Wright BD, Masters GN. Chicago: MESA Press: Rating scale analysis-Rasch measurement. 1982; p. 30-100.
  • Lee IS, Hong SH, Shin EK. Rasch rating scale modeling of the disability identity scale. Korean Journal of Social Welfare. 2007; 59(4):273-96.
  • Lee JW, Lee HW, Kim SH. Validity of model of all-round ranking in PGA. Korean Journal of Measurement and Evaluation in Physical Education and Sports Science. 2013; 15(1):13-20.
  • Baumgartner TA, Jackson AS. IA: WCB/McGraw-Hill: US: Measurement for evaluation in physical education and exercise science, 8th (edn). 2006; p. 560.
  • Haley SM, McHorney CA, Ware JE. Evaluation of the MOS SF-36 physical functioning scale (PF-10): I. Unidimensionality and reproducibility of the Rasch item scale. Journal of Clinical Epidemiology. 1994; 47(6):671-84.
  • Hong SH, Cho YR. Construction of a short version of the dysfunctional beliefs test: An application of rating scale model. Korean Journal of Clinical Psychology. 2006; 25(3):865-80.
  • Linacre JM. Chicago IL: A user’s guide to WINSTEPS MINISTEP Rasch-model computer programs. 2006.
  • Hambleton RK, Plake BS. Using an extended Angoff procedure to set standards on complex performance assessments. Applied Measurement in Education. 1995; 8(1):41-56.


  • There are currently no refbacks.

Creative Commons License
This work is licensed under a Creative Commons Attribution 3.0 License.