What classroom action is consistent with effective classroom-based assessment practice?

Providing students with a rubric for a writing assessment and discussing quality indicators reflects effective classroom-based assessment practice because it actively involves students in the learning process. A well-structured rubric offers clear criteria for what constitutes quality work, which helps students understand expectations and the components of successful writing. This practice fosters self-assessment, encourages students to take ownership of their learning, and guides them in identifying areas for improvement. Discussing quality indicators further enhances this process by promoting a deeper understanding of the assessment criteria and the skills being developed, enabling students to engage more meaningfully with their assignments.

In contrast, giving vague feedback does not provide students with the guidance they need to improve. Only grading based on final outcomes overlooks the learning process and does not encourage growth or development. Restricting peer evaluations limits opportunities for collaborative learning and feedback, which can be valuable in helping students learn from each other. Implementing a rubric and quality indicators maximizes the chances for student success and is aligned with effective assessment practices.