In discussing the proficiency of students with fractions, what indicates a successful outcome without error?

The indication of a successful outcome without error in the context of students' proficiency with fractions typically emphasizes the result of an assessment. When specifically looking for success in performance, demonstrating no errors in answering fraction-related problems shows a complete understanding of the concepts and skills involved.

This clear performance metric reflects not only the students' ability to grasp the fraction concepts but also their capability to apply them accurately in practical scenarios. In contrast, while practiced skills can lead to success, they may not guarantee a flawless execution. Quiz results can provide an overview of performance but may include both correct and incorrect answers. Learning objectives outline the goals for proficiency and may not directly indicate student achievement.

Thus, the most straightforward indicator of successful outcome without any errors in this context is the demonstration of no error in the students' work.