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<\/em><\/p>\n\n\n\n<\/td> Is working<\/td> <\/td> Is not working<\/td><\/tr> <\/td> Design, application and assessment of teaching-learning processes in PE<\/td> Motor and sport contents<\/td> Physical conditioning and health contents<\/td> <\/td> Design, application and assessment of teachinglearning processes in PE<\/td> Motor and sport contents<\/td> Physical conditioning and health contents<\/td><\/tr> Model 1<\/em><\/td> <\/td> <\/td> <\/td> <\/td> <\/td> <\/td> <\/td><\/tr> Assessment<\/td> <\/td> <\/td> <\/td> <\/td> <\/td> <\/td> <\/td><\/tr> The use of formative assessment has helped you to acquire teaching competencies<\/td> 0.341**<\/td> 0.195* <\/td> 0.062<\/td> <\/td> 0.353**<\/td> 0.220**<\/td> 0.176*<\/td><\/tr> Interaction with professors fosters the assessment process<\/td> 0.197*<\/td> 0.186*<\/td> 0.091<\/td> <\/td> 0.252**<\/td> 0.143*<\/td> 0.132*<\/td><\/tr> Assessment tests were announced sufficiently in advance<\/td> 0.185*<\/td> 0.184*<\/td> \u20130.001<\/td> <\/td> 0.130*<\/td> 0.194**<\/td> 0.131*<\/td><\/tr> The assessment tests were based on an agreement with the students <\/td> 0.434**<\/td> 0.101<\/td> 0.072<\/td> <\/td> 0.282**<\/td> 0.136*<\/td> 0.221**<\/td><\/tr> Previous knowledge of the assessment system fostered the learning process<\/td> 0.227*<\/td> 0.278*<\/td> 0.039<\/td> <\/td> 0.119*<\/td> 0.159*<\/td> 0.102<\/td><\/tr> Model 2 (adjusted by teaching experience)<\/em><\/td><\/tr> Assessment<\/td> <\/td> <\/td> <\/td> <\/td> <\/td> <\/td> <\/td><\/tr> The use of formative assessment has helped you to acquire teaching competencies<\/td> 0.341**<\/td> 0.196*<\/td> 0.062<\/td> <\/td> 0.374**<\/td> 0.231**<\/td> 0.187*<\/td><\/tr> Interaction with professors fosters the assessment process<\/td> 0.200*<\/td> 0.178*<\/td> 0.074<\/td> <\/td> 0.256**<\/td> 0.145*<\/td> 0.134*<\/td><\/tr> Assessment tests were announced sufficiently in advance<\/td> 0.187*<\/td> 0.176*<\/td> -0.017<\/td> <\/td> 0.130*<\/td> 0.194**<\/td> 0.132*<\/td><\/tr> The assessment tests were based on an agreement with the students <\/td> 0.438**<\/td> 0.093<\/td> 0.060<\/td> <\/td> 0.278**<\/td> 0.134*<\/td> 0.219**<\/td><\/tr> Previous knowledge of the assessment system fostered the learning process <\/td> 0.227*<\/td> 0.278*<\/td> 0.038<\/td> <\/td> 0.125*<\/td> 0.162*<\/td> 0.105<\/td><\/tr> **p < .001; *p <. 05.<\/em><\/td><\/tr><\/tbody><\/table>\n\n\n\n