Monitor student performance.

Monitor student performance. is a detailed work activity in O*NET — a concrete unit of work shared across 22 occupations and seen in 37 occupation-specific tasks. It rolls up into the broader work activity Monitor individual behavior or performance. in Monitoring Processes, Materials, or Surroundings .

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 37 tasks under this activity that the OpenAI / Eloundou “GPTs are GPTs” study rated, 14 (38%) 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 13 of these tasks, with a mean mapped-usage share of 0.039% 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.

• Establish, teach, and monitor students' compliance with safety rules for handling chemicals, equipment, and other hazardous materials. · Chemistry Teachers, Postsecondary · importance 4.7 · no direct exposure
• 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
• 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
• Observe and evaluate students' performance, behavior, social development, and physical health. · Special Education Teachers, Preschool · importance 4.5 · no direct exposure
• Observe and evaluate children's performance, behavior, social development, and physical health. · Kindergarten Teachers, Except Special Education · importance 4.5 · no direct exposure
• Supervise and monitor students' use of tools and equipment. · Career/Technical Education Teachers, Postsecondary · importance 4.5 · no direct exposure
• Instruct and monitor students in the use and care of equipment or materials to prevent injuries and damage. · Special Education Teachers, Preschool · importance 4.4 · no direct exposure
• Observe and evaluate children's performance, behavior, social development, and physical health. · Preschool Teachers, Except Special Education · importance 4.4 · no direct exposure
• Observe and evaluate students' work to determine progress and make suggestions for improvement. · Adult Basic Education, Adult Secondary Education, and English as a Second Language Instructors · importance 4.4 · exposure with tools
• Observe and evaluate students' performance, behavior, social development, and physical health. · Career/Technical Education Teachers, Secondary School · importance 4.4 · no direct exposure
• Instruct and monitor students in the use and care of equipment and materials to prevent injuries and damage. · Career/Technical Education Teachers, Middle School · importance 4.3 · no direct exposure
• Instruct and monitor students in the use and care of equipment and materials to prevent injury and damage. · Career/Technical Education Teachers, Secondary School · importance 4.3 · no direct exposure
• Monitor the academic eligibility of student athletes. · Coaches and Scouts · importance 4.3 · exposure with tools
• Instruct and monitor students in the use and care of equipment and materials to prevent injuries and damage. · Teaching Assistants, Preschool, Elementary, Middle, and Secondary School, Except Special Education · importance 4.2 · no direct exposure
• Monitor students' performance to make suggestions for improvement and to ensure that they satisfy course standards, training requirements, and objectives. · Self-Enrichment Teachers · importance 4.2 · exposure with tools
• Instruct and monitor students in the use and care of equipment and materials to prevent injuries and damage. · Kindergarten Teachers, Except Special Education · importance 4.2 · no direct exposure
• Observe and evaluate students' performance, behavior, social development, and physical health. · Special Education Teachers, Secondary School · importance 4.2 · exposure with tools
• Monitor student performance or assist students in academic environments, such as classrooms, laboratories, or computing centers. · Tutors · importance 4.1 · exposure with tools
• Instruct and monitor students in the use and care of equipment or materials to prevent injuries and damage. · Special Education Teachers, Elementary School · importance 4.1 · no direct exposure
• Instruct and monitor students in the use and care of equipment and materials to prevent injuries and damage. · Elementary School Teachers, Except Special Education · importance 4.1 · no direct exposure
• Observe and evaluate students' performance, behavior, social development, and physical health. · Career/Technical Education Teachers, Middle School · importance 4.1 · no direct exposure
• Observe and evaluate students' performance, behavior, social development, and physical health. · Special Education Teachers, Middle School · importance 4.1 · exposure with tools
• Observe students' performance, and record relevant data to assess progress. · Teaching Assistants, Preschool, Elementary, Middle, and Secondary School, Except Special Education · importance 4.1 · exposure with tools
• Instruct and monitor students in the use and care of equipment and materials to prevent injuries and damage. · Special Education Teachers, Middle School · importance 4.1 · no direct exposure
• Observe students' performance, and record relevant data to assess progress. · Teaching Assistants, Special Education · importance 4.0 · exposure with tools
• Instruct and monitor students in the use and care of equipment and materials to prevent injuries and damage. · Teaching Assistants, Special Education · importance 4.0 · no direct exposure
• Observe and evaluate students' performance, behavior, social development, and physical health. · Secondary School Teachers, Except Special and Career/Technical Education · importance 3.9 · exposure with tools
• Instruct and monitor students in the use and care of equipment and materials to prevent injury and damage. · Self-Enrichment Teachers · importance 3.9 · no direct exposure
• Instruct and monitor students in the use and care of equipment and materials to prevent injury and damage. · Middle School Teachers, Except Special and Career/Technical Education · importance 3.7 · no direct exposure
• Instruct and monitor students in the use and care of equipment and materials to prevent injuries and damage. · Special Education Teachers, Secondary School · importance 3.6 · no direct exposure
• Review student misconduct reports requiring disciplinary action, and counsel students regarding such reports. · Education Administrators, Postsecondary · importance 3.5 · exposure with tools
• Instruct and monitor students in the use of equipment and materials to prevent injuries and damage. · Secondary School Teachers, Except Special and Career/Technical Education · importance 3.4 · no direct exposure
• Observe students during classroom and play activities to evaluate students' performance, behavior, social development, and physical health. · Educational, Guidance, and Career Counselors and Advisors · importance 3.1 · no direct exposure
• Instruct and monitor students in the use and care of equipment or materials to prevent injuries and damage. · Special Education Teachers, Kindergarten · no direct exposure
• Observe and evaluate students' performance, behavior, social development, and physical health. · Special Education Teachers, Kindergarten · no direct exposure

Occupations that perform this

• Chemistry 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
• Special Education Teachers, Preschool
• Kindergarten Teachers, Except Special Education
• Preschool Teachers, Except Special Education
• Adult Basic Education, Adult Secondary Education, and English as a Second Language Instructors
• Career/Technical Education Teachers, Secondary School
• Career/Technical Education Teachers, Middle School
• Coaches and Scouts
• Teaching Assistants, Preschool, Elementary, Middle, and Secondary School, Except Special Education
• Self-Enrichment Teachers
• Special Education Teachers, Secondary School
• Tutors
• Special Education Teachers, Middle School
• Teaching Assistants, Special Education
• Secondary School Teachers, Except Special and Career/Technical Education
• Education Administrators, Postsecondary
• Educational, Guidance, and Career Counselors and Advisors
• Special Education Teachers, Kindergarten

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-monitor-student-performance,
  title  = {Monitor student performance.},
  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/monitor-student-performance}
}