This paper presents the results of a study investigating the innovations in the assessment system implemented in an introductory statistics subject (STAT131) at the University of Wollongong (UOW). For several years, innovations have been introduced to STAT131 particularly in the assessment system. These included the approaches of assignments, summary and mid-session test in 2003; assignments, laboratory work and midsession test from 2004 to 2005; four tests and three make-up tests in 2006; six tests with three compulsory and two optional tests in 2007; four tests (the best of three test marks were chosen) and opportunity to re-sit the tests in 2008; five tests and retests assignments with a competency requirement of 65% to 70% from 2009 to 2010; and finally the draft and final of the assignment (in the Headstart program) and a group draft and final assignment within session, and three tests and retests assignments with competency 70% required for all assessments in 2011. The findings reveal that there was improvement in the learning outcomes where the failure rate dropped from 18% in 2010 to 13% in 2011 and students in 2011 outperformed than in 2010 in their mean final marks. Furthermore, a dramatic increase in the higher grades of 64% in 2011 was the highest on record since 2000. The paper concludes with a discussion on the issues arise and followed by suggestions for further research.