The exact jobs young people will encounter may change, but programmes can still give them practice in understanding a task, using information and working responsibly with others. Enterprise projects offer a setting where those actions can become visible.
The assessment challenge is to observe the work rather than infer ability from a polished pitch, an extroverted personality or the largest sales total.
Define the skill as an action
Replace broad labels with observable behaviour. “Teamwork” might mean confirming who owns a task and providing a usable handover. “Problem solving” might mean comparing two options against an agreed constraint.
Tell learners what the action looks like before the project begins. This makes feedback more transparent and avoids hidden expectations about presentation style or prior experience.
Choose a task that reveals the action
If the goal is a reliable handover, give learners connected roles and information another person needs. If the goal is judgement, include a realistic trade-off rather than a problem with an obvious answer.
A mock order that changes quantity can reveal whether a learner checks capacity before agreeing. Keep the scenario manageable and provide accessible instructions and support.
Gather proportionate evidence
| Skill focus | Evidence to look for |
|---|---|
| Planning | A workable sequence with a reason for the order |
| Communication | A message the recipient can act on correctly |
| Judgement | A comparison that names evidence and uncertainty |
| Responsibility | Early notice of a problem and an appropriate request for help |
| Improvement | A revision connected to a test result |
Observe across more than one moment where possible. A single public presentation may conceal strong reasoning or overstate understanding rehearsed by someone else.
Make feedback usable
Describe what happened and the next action. “The maker could not tell which quantity was final; mark the agreed version before handing over” gives the learner something to practise.
Offer another attempt. Without a chance to apply feedback, an assessment can become a record of performance rather than a contribution to learning.
Keep claims proportionate
Completing a project does not certify readiness for every workplace. Young people also need subject knowledge, appropriate qualifications, experience and individual support. Enterprise can contribute evidence within that wider picture.
Help learners select a few examples they understand well enough to explain honestly. Our future-work guide for young people shows how to describe a contribution without inflating it into an adult job title.
