A typical practice of assessment in engineering studies, especially on large Bachelor level courses, is a final exam at the end of the course. This practice is problematic both in terms of learning and teaching, as it does not provide feedback on learning experience or student progress before the course is completed. This study examines the gradual process of moving from a final exam towards continuous assessment that integrates the practices of summative and formative assessment. The aim is to understand how the changes affect student performance on the course over a period of four years. The changes were implemented on a large Bachelor level engineering course. The impact of adding practices of continuous assessment was analyzed in relation to the course pass rate, grade distribution, and student feedback. The results show that replacing the final exam with weekly homework improved student performance. Some of the identified differences are statistically significant. Student feedback implies that moving towards continuous assessment had a positive impact on the learning experience. The results support increased use of continuous assessment in the assessment of student learning on large Bachelor level engineering courses.