High-stake, end-of-course assignment tasks are not only experienced as stressful by students. It can also be questioned whether a single assignment task, however complex and many-sided, can address all relevant learning outcomes for a course and catch the multi-faceted character of historical knowledge.This paper discusses continuous assessment as an alternative to traditional end-of-course assessment. Previous studies as well as experiences from using continuous assessment in History courses at Halmstad University has been used in order to illustrate opportunities and drawbacks. A tentative conclusion is that continuous assessment does provide for more varied assignment tasks, thus giving teachers a broader view of students' achievements. Using continuous assessment, the assignment tasks can also more easily be experienced as part of the learning process and not only a checkpoint. Continuous assessment can therefore help students to develop a meta-understanding of their own learning.