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The purpose of this paper is to present the relevance of the three-step approach undertaken by a marketing academic working in the University of New England Business School to foster distance student’s learning, satisfaction and overall study experience. This work is a reflection of the author’s teaching practice whereby a multitude of innovative teaching resources, relevant assignments and effective feedback system were integrated to develop work-ready assessment tools that are required for today’s graduates to be readily employable. Evidence gathered from teaching and unit evaluation data obtained from the years 2011 to 2014 indicated that this three-step approach fostered students’ independent learning by transforming them from being passive surface learners to deep and active learners. Similarly, the overall satisfaction rate of students with the units (subject) coordinated by the author, the pass rates and grade point averages as well as the number of distinctions and high distinctions secured by students enrolled in those marketing related units indicate the acquisition of authentic cognitive skills. The evidence gathered from teaching practice indicates the relevance of integrating work-ready assessment tools with worthwhile feedback and innovative teaching resources to enhance distance students’ overall study experience.     Key words: Marketing units, work-ready assessment tools, teaching resources, assignment plans, quality feedback, student’s independent learning.

Three-step approach for developing integrated work-ready assessment tools to foster students learning and satisfaction