This paper describes the development of a regime comprising a teaching platform and associated assessment processes. The objective behind these is to enable the equitable assessment of student assignments in hybrid courses. In this paper, the term hybrid refers to courses where the student body comprises both campus-based and off-campus students. Additionally, in either of these groups students may elect to undertake their studies using online resources rather than attend in person. The paper commences with a background discussion on the problem and reasons for seeking alternative approaches to teaching and assessment in hybrid courses. This is followed by a detailed examination of the teaching processes, assessable components and the tools which are pivotal to the process. The paper describes the rationale and objectives behind each, the relationship between the different components and describes the relationship of each to the process as a whole. The paper concludes with some of the issues encountered during the evolution of the regime and discussion on further direction in respect to future research and development.