Table 3

Relationship between the use of formative assessment and the specific competencies developed in pre-service training according to whether or not the respondent is working as a teacher

	Is working			Is not working
	Design, application and assessment of teaching-learning processes in PE	Motor and sport contents	Physical conditioning and health contents	Design, application and assessment of teachinglearning processes in PE	Motor and sport contents	Physical conditioning and health contents
Model 1
Assessment
The use of formative assessment has helped you to acquire teaching competencies	0.341**	0.195*	0.062	0.353**	0.220**	0.176*
Interaction with professors fosters the assessment process	0.197*	0.186*	0.091	0.252**	0.143*	0.132*
Assessment tests were announced sufficiently in advance	0.185*	0.184*	–0.001	0.130*	0.194**	0.131*
The assessment tests were based on an agreement with the students	0.434**	0.101	0.072	0.282**	0.136*	0.221**
Previous knowledge of the assessment system fostered the learning process	0.227*	0.278*	0.039	0.119*	0.159*	0.102
Model 2 (adjusted by teaching experience)
Assessment
The use of formative assessment has helped you to acquire teaching competencies	0.341**	0.196*	0.062	0.374**	0.231**	0.187*
Interaction with professors fosters the assessment process	0.200*	0.178*	0.074	0.256**	0.145*	0.134*
Assessment tests were announced sufficiently in advance	0.187*	0.176*	-0.017	0.130*	0.194**	0.132*
The assessment tests were based on an agreement with the students	0.438**	0.093	0.060	0.278**	0.134*	0.219**
Previous knowledge of the assessment system fostered the learning process	0.227*	0.278*	0.038	0.125*	0.162*	0.105
*p < .001; p <. 05.

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