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Purpose The purpose of this paper is to provide an authentic and relevant way of sharing our realisation of the significance of integrating employability skills in assessment practice. This is supported from the anecdotal evidence received from students, which show that the inclusion and assessment of employability skills has provided them with an artifact that demonstrates the employability skills required for the continually changing future and workplace. For staff, the ability to assess and give feedback on the acquisition of employability skills makes it a more enjoyable experience. Design/methodology/approach Due to the short rollout period and pivot to online learning, there has not been an opportunity to undertake a comprehensive and formal data collection. However, anecdotal evidence has been collected from students and staff on the experience of the student-created video assignment in a completely online environment. Findings This paper establishes how a student video assessment contributes to students’ acquisition, development and enhancement of employability skills, such as communication and teamwork skills, that are central for preparing students for continually evolving future and thus the “new normal” brought forward by COVID-19. Practical implications This paper enables the authors to share their experiences and provision of their resources so that other teaching academics are able to design their own assessment task that contributes to students’ acquisition, development and enhancement of employability skills. Originality/value The originality of this paper is the application of integrating employability skills in assessment practice and the associated rubric as way to build students’ employability skills in the post-COVID world.

This research examines the extent to which a crisis situation, such as the COVID-19 pandemic, affects marketing students’ self-regulated learning (SRL) and grade expectations. Data were collected from 841 undergraduate marketing students and analyzed using the Hayes process macro to test the proposed framework. The results show direct and significant effects of SRL and its substrategies (goal setting, environmental structuring, and time management) on students’ grade expectations. However, help-seeking and self-evaluation strategies do not have a direct effect on students’ grade expectations. Instead, the analysis shows that the comparative appraisal of grades mediates these effects. In addition, crisis impact moderates the relationship of goal setting, time management, and self-evaluation with students’ grade expectations. These results advance the understanding of SRL and self-determination theory by showing how a radical disruption can transform students’ learning and, in turn, affect their perceptions of performance outcomes. This research contributes to the pandemic pedagogy by suggesting not only that marketing educators should be upskilled in the use of technology but also that they should develop curriculum design and pedagogical strategies that support SRL and work to devise appropriate curricula that help marketing students become independent learners.

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