Interpret the results of standardized tests to determine students' strengths and areas of need.

“Interpret the results of standardized tests to determine students' strengths and areas of need.” is a task performed by Special Education Teachers, Elementary School. Among the occupation's 30 rated tasks, workers place it 4th by importance (#27 most important). About 96% of workers say it is relevant to their job.

This is a single occupation-specific task statement from O*NET. The figures below describe how central the task is to the job and what independent studies measure about AI and this kind of work — not a prediction that the task will be automated.

Work activities this task rolls up to

O*NET groups concrete tasks into broader work activities shared across many occupations.

• Assess student capabilities, needs, or performance. in Judging the Qualities of Objects, Services, or People

AI exposure

The OpenAI / Eloundou “GPTs are GPTs” study rates this task E2. Exposure with tools — software built on top of a language model (not the model alone) could cut the time by at least half.

Exposure measures whether a model could meaningfully speed the task up — it is an estimate of overlap with model capabilities, not a measure of whether the work will be done by software. The study's intermediate score (β) for this task is 0.50. Automation potential label: T2.

Other tasks in this occupation

• Instruct special needs students in academic subjects, using a variety of techniques, such as phonetics, multisensory learning, or repetition to reinforce learning and meet students' varying needs. · importance 4.9
• Develop or implement strategies to meet the needs of students with a variety of disabilities. · importance 4.8
• Modify the general elementary education curriculum for special-needs students. · importance 4.7
• Teach socially acceptable behavior, employing techniques such as behavior modification or positive reinforcement. · importance 4.7
• Maintain accurate and complete student records as required by laws, district policies, or administrative regulations. · importance 4.7
• Prepare classrooms with a variety of materials or resources for children to explore, manipulate, or use in learning activities or imaginative play. · importance 4.7
• Establish and enforce rules for behavior and procedures for maintaining order among students. · importance 4.7
• Provide assistive devices, supportive technology, or assistance accessing facilities, such as restrooms. · importance 4.7
• Coordinate placement of students with special needs into mainstream classes. · importance 4.6
• Confer with parents, administrators, testing specialists, social workers, or other professionals to develop individual educational plans (IEPs) for students' educational, physical, or social development. · importance 4.5
• Encourage students to explore learning opportunities or persevere with challenging tasks to prepare them for later grades. · importance 4.5
• Observe and evaluate students' performance, behavior, social development, and physical health. · importance 4.5
• Meet with parents or guardians to discuss their children's progress, advise them on using community resources, or teach skills for dealing with students' impairments. · importance 4.5
• Monitor teachers or teacher assistants to ensure adherence to special education program requirements. · importance 4.5

See all tasks on the Special Education Teachers, Elementary School page.

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
• “GPTs are GPTs” (Eloundou et al.) arXiv 2303.10130 OpenAI / academic

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

@misc{singulariki-task-22373,
  title  = {Interpret the results of standardized tests to determine students' strengths and areas of need.},
  author = {{Singulariki}},
  year   = {2026},
  note   = {O*NET 30.3; “GPTs are GPTs” (Eloundou et al.) arXiv 2303.10130. Accessed June 7, 2026},
  url    = {https://singulariki.com/tasks/task-22373}
}