Assess effectiveness and efficiency of instruction according to ease of instructional technology use and student learning, knowledge transfer, and satisfaction.

“Assess effectiveness and efficiency of instruction according to ease of instructional technology use and student learning, knowledge transfer, and satisfaction.” is a task performed by Instructional Coordinators. Among the occupation's 30 rated tasks, workers place it 15th by importance (#16 most important).

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.

• Evaluate programs, practices, or processes. 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

• Observe work of teaching staff to evaluate performance and to recommend changes that could strengthen teaching skills. · importance 4.5
• Plan and conduct teacher training programs and conferences dealing with new classroom procedures, instructional materials and equipment, and teaching aids. · importance 4.1
• Interpret and enforce provisions of state education codes and rules and regulations of state education boards. · importance 4.1
• Conduct or participate in workshops, committees, and conferences designed to promote the intellectual, social, and physical welfare of students. · importance 4.0
• Advise teaching and administrative staff in curriculum development, use of materials and equipment, and implementation of state and federal programs and procedures. · importance 4.0
• Advise and teach students. · importance 3.9
• Prepare grant proposals, budgets, and program policies and goals or assist in their preparation. · importance 3.9
• Recommend, order, or authorize purchase of instructional materials, supplies, equipment, and visual aids designed to meet student educational needs and district standards. · importance 3.9
• Update the content of educational programs to ensure that students are being trained with equipment and processes that are technologically current. · importance 3.7
• Address public audiences to explain program objectives and to elicit support. · importance 3.7
• Research, evaluate, and prepare recommendations on curricula, instructional methods, and materials for school systems. · importance 3.7
• Prepare or approve manuals, guidelines, and reports on state educational policies and practices for distribution to school districts. · importance 3.5
• Coordinate activities of workers engaged in cataloging, distributing, and maintaining educational materials and equipment in curriculum libraries and laboratories. · importance 3.0
• Adapt instructional content or delivery methods for different levels or types of learners.

See all tasks on the Instructional Coordinators 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-22439,
  title  = {Assess effectiveness and efficiency of instruction according to ease of instructional technology use and student learning, knowledge transfer, and satisfaction.},
  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-22439}
}