Sentence examples for feedback on other from inspiring English sources

Furthermore, most of the teachers' WCF was on mechanics while the learners need feedback on other aspects of writing too.

Students said they would prefer to receive feedback on other skills besides communication, because as things were now, they felt they were just playacting.

We would like to thank Wenying Xu and Zhou Du for their assistance in the construction of the distribution map and for their helpful feedback on other aspects of the MTDB web site.

Another striking finding, which is unrelated to the nature of the assessment instrument, was the emphasis on attendance in the feedback relating to the category 'Dealing with oneself' and the relative absence of feedback on other aspects of self-functioning.

The most important results were that the environmental information was seen as being too independent from the other parts of the intervention and therefore it was not clear how it related to the tailored feedback on other determinants.

Perhaps attendance and time management as measures of responsible behaviour should be evaluated separately from feedback on other aspects of professional behaviour, a suggestion that was also put forward during the plenary discussion at a recent symposium on professionalism (Centre for Excellence in Developing Professionalism 2010; van Mook and van Luijk 2010).

I agree with Boord that services like LinkedIn are often a farce – people leave good feedback on others in the hope that the gesture will be returned.

Neighborhood-based approaches, further divided into user-based [6] and item-based approaches [7, 8], serve to identify similar users with the target user according to their similarity which is measured by their feedbacks on shared items and then compute predictions based on these similar users' feedbacks on other items.

Most theories of recognition assume that in order to develop a practical identity, persons fundamentally depend on the feedback of other subjects (and of society as a whole).

During collaborative learning, group members can build on each other's knowledge and provide feedback on each other's activities as well as on each others' metacognitive activities (Lin and Sullivan 2008).

As a result, we find that employee performance on a multidimensional task can be higher when firms compensate employees on one task dimension and provide feedback on the other task dimension than when firms compensate on both task dimensions.