Administer oral, written, or performance tests to measure progress and to evaluate training effectiveness.

“Administer oral, written, or performance tests to measure progress and to evaluate training effectiveness.” is a core task performed by Career/Technical Education Teachers, Postsecondary. Among the occupation's 20 rated tasks, workers place it 17th by importance (#4 most important). About 98% 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

• Observe and evaluate students' work to determine progress, provide feedback, and make suggestions for improvement. · importance 4.5
• Present lectures and conduct discussions to increase students' knowledge and competence using visual aids, such as graphs, charts, videotapes, and slides. · importance 4.5
• Supervise and monitor students' use of tools and equipment. · importance 4.5
• Provide individualized instruction and tutorial or remedial instruction. · importance 4.3
• Prepare reports and maintain records, such as student grades, attendance rolls, and training activity details. · importance 4.3
• Develop curricula and plan course content and methods of instruction. · importance 4.3
• Supervise independent or group projects, field placements, laboratory work, or other training. · importance 4.2
• Determine training needs of students or workers. · importance 4.2
• Integrate academic and vocational curricula so that students can obtain a variety of skills. · importance 4.1
• Select and assemble books, materials, supplies, and equipment for training, courses, or projects. · importance 4.1
• Conduct on-the-job training classes or training sessions to teach and demonstrate principles, techniques, procedures, or methods of designated subjects. · importance 4.1
• Acquire, maintain, and repair laboratory equipment and tools. · importance 4.0
• Prepare outlines of instructional programs and training schedules and establish course goals. · importance 4.0
• Advise students on course selection, career decisions, and other academic and vocational concerns. · importance 3.9

See all tasks on the Career/Technical Education Teachers, Postsecondary 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-6448,
  title  = {Administer oral, written, or performance tests to measure progress and to evaluate training effectiveness.},
  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-6448}
}