Relationship between the use of different forms of grading and the specific competencies developed in pre-service training according to whether or not the respondents are working<\/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 teaching-learning 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> Grading<\/td> <\/td> <\/td> <\/td> <\/td> <\/td> <\/td> <\/td><\/tr> Heterograding<\/td> 0.059<\/td> 0.167*<\/td> 0.035<\/td> <\/td> 0.037<\/td> 0.015<\/td> 0.037<\/td><\/tr> Self-grading<\/td> 0.504**<\/td> 0.146<\/td> 0.110<\/td> <\/td> 0.293**<\/td> 0.187**<\/td> 0.031<\/td><\/tr> Dialogued grading<\/td> 0.431**<\/td> 0.128<\/td> 0.055<\/td> <\/td> 0.256**<\/td> 0.140*<\/td> 0.055<\/td><\/tr> Co-grading<\/td> 0.442**<\/td> 0.227*<\/td> 0.111<\/td> <\/td> 0.240**<\/td> 0.147*<\/td> 0.084<\/td><\/tr> Model 2 (adjusted by teaching experience)<\/em><\/td><\/tr> Grading<\/td> <\/td> <\/td> <\/td> <\/td> <\/td> <\/td> <\/td><\/tr> Heterograding<\/td> 0.059<\/td> 0.168*<\/td> 0.036<\/td> <\/td> 0.035<\/td> 0.014<\/td> 0.035<\/td><\/tr> Self-grading<\/td> 0.507**<\/td> 0.140<\/td> 0.100<\/td> <\/td> 0.298**<\/td> 0.189*<\/td> 0.033<\/td><\/tr> Dialogued grading <\/td> 0.432**<\/td> 0.124<\/td> 0.048<\/td> <\/td> 0.260**<\/td> 0.141*<\/td> 0.056<\/td><\/tr> Co-grading<\/td> 0.462**<\/td> 0.218*<\/td> 0.088<\/td> <\/td> 0.246**<\/td> 0.149*<\/td> 0.087<\/td><\/tr> **p < .001; *p <. 05.<\/em><\/td><\/tr><\/tbody><\/table>\n\n\n\n