Competencies developed and forms of assessment and grading received during pre-service training according to whether or not the respondent is working as a teacher<\/em><\/p>\n\n\n\n<\/td> Is working M (SD)<\/td> Is not working M (SD)<\/td> p<\/em><\/td><\/tr> Competencies<\/td> 143<\/td> 344<\/td> <\/td><\/tr> Design, application and assessment of teaching-learning processes in PE<\/td> \u20130.12 (1.09)<\/td> 0.05 (0.96)<\/td> .101<\/td><\/tr> Motor and sport contents<\/td> 0.11 (1.03)<\/td> \u20130.04 (0.99)<\/td> .134<\/td><\/tr> Physical conditioning and health contents<\/td> 0.08 (0.93)<\/td> \u20130.03 (1.03)<\/td> .232<\/td><\/tr> Assessment<\/td> <\/td> <\/td> <\/td><\/tr> The use of formative assessment has helped you to acquire teaching competencies<\/td> 2.80 (0.95)<\/td> 2.81 (0.90)<\/td> .904<\/td><\/tr> Interaction with professors fosters the assessment process<\/td> 3.59 (0.65)<\/td> 3.47 (0.79)<\/td> .119<\/td><\/tr> Assessment tests were announced sufficiently in advance<\/td> 3.17 (0.81)<\/td> 3.12 (0.82)<\/td> .493<\/td><\/tr> The assessment tests were based on an agreement with the students<\/td> 1.89 (1.31)<\/td> 1.58 (1.20)<\/td> .013<\/strong><\/td><\/tr> Previous knowledge of the assessment system fostered the learning process<\/td> 3.31 (0.81)<\/td> 3.22 (0.89)<\/td> .330<\/td><\/tr> Grading<\/td> <\/td> <\/td> <\/td><\/tr> Heterograding<\/td> 3.22 (0.86)<\/td> 3.26 (0.80)<\/td> .667<\/td><\/tr> Self-grading<\/td> 1.52 (1.12)<\/td> 1.22 (1.08)<\/td> .006<\/strong><\/td><\/tr> Dialogued grading<\/td> 1.17 (1.19)<\/td> 0.99 (1.10)<\/td> .116<\/td><\/tr> Co-grading<\/td> 1.50 (1.05)<\/td> 1.15 (0.99)<\/td> .001<\/strong><\/td><\/tr> Note. <\/em>The significant differences appear in bold.<\/strong><\/td><\/tr><\/tbody><\/table>\n\n\n\n