Evaluate student work.

Evaluate student work. is a detailed work activity in O*NET — a concrete unit of work shared across 55 occupations and seen in 115 occupation-specific tasks. It rolls up into the broader work activity Assess student capabilities, needs, or performance. in Judging the Qualities of Objects, Services, or People .

Detailed work activities are the most granular shared layer in O*NET's work-activity hierarchy (Generalized → Intermediate → Detailed → occupation-specific task). The figures below describe how this activity shows up across the economy and what independent studies measure about AI and this kind of work — not a prediction that the work will be automated.

AI exposure

Of the 115 tasks under this activity that the OpenAI / Eloundou “GPTs are GPTs” study rated, 109 (95%) are flagged as directly exposed to language models (E1) or exposed via model-powered tools (E2).

The Anthropic Economic Index observes real AI use on 89 of these tasks, with a mean mapped-usage share of 0.079% per task.

Exposure estimates overlap with model capabilities — whether a model could speed the task up — not whether the work will be done by software. Observed AI use is augmentation and assistance today, not jobs replaced.

Member tasks

Occupation-specific tasks O*NET maps to this detailed work activity, most important first.

• Evaluate and grade students' class work, assignments, and papers. · Communications Teachers, Postsecondary · importance 4.8 · exposure with tools
• Evaluate and grade students' class work, assignments, and papers. · English Language and Literature Teachers, Postsecondary · importance 4.8 · exposure with tools
• Evaluate and grade students' class work, laboratory work, projects, assignments, and papers. · Family and Consumer Sciences Teachers, Postsecondary · importance 4.8 · exposure with tools
• Evaluate and grade students' class work, laboratory and clinic work, assignments, and papers. · Nursing Instructors and Teachers, Postsecondary · importance 4.7 · exposure with tools
• Assess students' progress throughout tutoring sessions. · Tutors · importance 4.7 · exposure with tools
• Evaluate and grade students' class work, assignments, and papers. · Library Science Teachers, Postsecondary · importance 4.7 · exposure with tools
• Evaluate and grade students' class work, laboratory work, assignments, and papers. · Biological Science Teachers, Postsecondary · importance 4.7 · exposure with tools
• Evaluate and grade students' class work, assignments, and papers. · Philosophy and Religion Teachers, Postsecondary · importance 4.7 · exposure with tools
• Compile, administer, and grade examinations, or assign this work to others. · Communications Teachers, Postsecondary · importance 4.7 · exposure with tools
• Evaluate and grade students' class work, assignments, and papers. · Area, Ethnic, and Cultural Studies Teachers, Postsecondary · importance 4.7 · exposure with tools
• Evaluate and grade students' class work, assignments, papers, and oral presentations. · Law Teachers, Postsecondary · importance 4.6 · exposure with tools
• Evaluate and grade students' class work, assignments, and papers. · Political Science Teachers, Postsecondary · importance 4.6 · exposure with tools
• Evaluate and grade students' class work, assignments, and papers. · Foreign Language and Literature Teachers, Postsecondary · importance 4.6 · exposure with tools
• Evaluate and grade students' class work, assignments, and papers. · Business Teachers, Postsecondary · importance 4.6 · exposure with tools
• Evaluate and grade students' class work, laboratory work, assignments, and papers. · Physics Teachers, Postsecondary · importance 4.6 · exposure with tools
• Compile, administer, and grade examinations or assign this work to others. · Computer Science Teachers, Postsecondary · importance 4.6 · exposure with tools
• Compile, administer, and grade examinations, or assign this work to others. · Mathematical Science Teachers, Postsecondary · importance 4.6 · exposure with tools
• Evaluate and grade examinations, assignments, or papers, and record grades. · Teaching Assistants, Postsecondary · importance 4.6 · exposure with tools
• Evaluate and grade students' class work, performances, projects, assignments, and papers. · Art, Drama, and Music Teachers, Postsecondary · importance 4.6 · exposure with tools
• Evaluate and grade students' class work, laboratory performance, assignments, and papers. · Chemistry Teachers, Postsecondary · importance 4.6 · exposure with tools
• Evaluate and grade students' class work, assignments, and papers. · Recreation and Fitness Studies Teachers, Postsecondary · importance 4.5 · exposure with tools
• Observe and evaluate students' performance, behavior, social development, and physical health. · Middle School Teachers, Except Special and Career/Technical Education · importance 4.5 · exposure with tools
• Observe and evaluate students' performance, behavior, social development, and physical health. · Special Education Teachers, Elementary School · importance 4.5 · exposure with tools
• Compile, administer, and grade examinations, or assign this work to others. · Nursing Instructors and Teachers, Postsecondary · importance 4.5 · exposure with tools
• Compile, administer, and grade examinations, or assign this work to others. · Philosophy and Religion Teachers, Postsecondary · importance 4.5 · exposure with tools
• Observe and evaluate students' performance, behavior, social development, and physical health. · Elementary School Teachers, Except Special Education · importance 4.5 · exposure with tools
• Observe and evaluate students' work to determine progress, provide feedback, and make suggestions for improvement. · Career/Technical Education Teachers, Postsecondary · importance 4.5 · exposure with tools
• Evaluate and grade students' class work, assignments, and papers. · Sociology Teachers, Postsecondary · importance 4.5 · exposure with tools
• Evaluate and grade students' class work, laboratory work, assignments, and papers. · Environmental Science Teachers, Postsecondary · importance 4.5 · exposure with tools
• Observe and evaluate students' performance, behavior, social development, and physical health. · Special Education Teachers, Preschool · importance 4.5 · no direct exposure
• Evaluate and grade students' class work, assignments, and papers. · Mathematical Science Teachers, Postsecondary · importance 4.5 · exposure with tools
• Observe and evaluate children's performance, behavior, social development, and physical health. · Kindergarten Teachers, Except Special Education · importance 4.5 · no direct exposure
• Evaluate and grade students' class work, assignments, and papers. · Anthropology and Archeology Teachers, Postsecondary · importance 4.5 · exposure with tools
• Compile, administer, and grade examinations, or assign this work to others. · Social Work Teachers, Postsecondary · importance 4.4 · exposure with tools
• Evaluate and grade students' class work, assignments, and papers. · Criminal Justice and Law Enforcement Teachers, Postsecondary · importance 4.4 · exposure with tools
• Compile, administer, and grade examinations, or assign this work to others. · History Teachers, Postsecondary · importance 4.4 · exposure with tools
• Observe and evaluate children's performance, behavior, social development, and physical health. · Preschool Teachers, Except Special Education · importance 4.4 · no direct exposure
• Evaluate and grade students' class work, assignments, and papers. · Forestry and Conservation Science Teachers, Postsecondary · importance 4.4 · exposure with tools
• Evaluate and grade students' class work, assignments, and papers. · History Teachers, Postsecondary · importance 4.4 · exposure with tools
• Evaluate and grade students' work, including work performed in design studios. · Architecture Teachers, Postsecondary · importance 4.4 · exposure with tools

Occupations that perform this

• Communications Teachers, Postsecondary
• English Language and Literature Teachers, Postsecondary
• Family and Consumer Sciences Teachers, Postsecondary
• Nursing Instructors and Teachers, Postsecondary
• Biological Science Teachers, Postsecondary
• Library Science Teachers, Postsecondary
• Tutors
• Philosophy and Religion Teachers, Postsecondary
• Area, Ethnic, and Cultural Studies Teachers, Postsecondary
• Law Teachers, Postsecondary
• Political Science Teachers, Postsecondary
• Foreign Language and Literature Teachers, Postsecondary
• Business Teachers, Postsecondary
• Physics Teachers, Postsecondary
• Computer Science Teachers, Postsecondary
• Mathematical Science Teachers, Postsecondary
• Art, Drama, and Music Teachers, Postsecondary
• Teaching Assistants, Postsecondary
• Chemistry Teachers, Postsecondary
• Recreation and Fitness Studies Teachers, Postsecondary
• Middle School Teachers, Except Special and Career/Technical Education
• Special Education Teachers, Elementary School
• Career/Technical Education Teachers, Postsecondary
• Elementary School Teachers, Except Special Education
• Environmental Science Teachers, Postsecondary
• Sociology Teachers, Postsecondary
• Special Education Teachers, Preschool
• Kindergarten Teachers, Except Special Education
• Anthropology and Archeology Teachers, Postsecondary
• Criminal Justice and Law Enforcement Teachers, Postsecondary
• Social Work Teachers, Postsecondary
• History Teachers, Postsecondary
• Preschool Teachers, Except Special Education
• Architecture Teachers, Postsecondary
• Forestry and Conservation Science Teachers, Postsecondary
• Adult Basic Education, Adult Secondary Education, and English as a Second Language Instructors
• Career/Technical Education Teachers, Secondary School
• Geography Teachers, Postsecondary
• Psychology Teachers, Postsecondary
• Career/Technical Education Teachers, Middle School

Sources for this page

Every figure above traces to a named public dataset and the exact release below — not hand-written opinion. See the full methodology for what each measure does and does not mean.

• O*NET 30.3 U.S. Department of Labor / National Center for O*NET Development
• Anthropic Economic Index v4 (2026-01-15) + v2 (2025-03-27) Anthropic
• “GPTs are GPTs” (Eloundou et al.) arXiv 2303.10130 OpenAI / academic

Data compiled June 2, 2026. Figures are estimates, not advice.

@misc{singulariki-evaluate-student-work,
  title  = {Evaluate student work.},
  author = {{Singulariki}},
  year   = {2026},
  note   = {O*NET 30.3; Anthropic Economic Index v4 (2026-01-15) + v2 (2025-03-27); “GPTs are GPTs” (Eloundou et al.) arXiv 2303.10130. Accessed June 7, 2026},
  url    = {https://singulariki.com/detailed-activities/evaluate-student-work}
}