It is usually easiest to think about specific ongoing assessment procedures in the context of performances of understanding or activities that you have planned.

Use your understanding goals to generate the criteria by which to assess students' performances. For instance, if you ask students to write a paper with the aim of building their understanding of a particular concept, then the paper needs to be assessed primarily on the basis of how well they demonstrate their understanding (not primarily on whether or not they have used complete sentences and appropriate paragraphing).

Build in opportunities at the beginning of and throughout a unit for assessing students' developing understanding. If assessment happens only at the end of a unit, it is not "ongoing," and it cannot help the students to develop and refine their understandings.

Create opportunities within performances of understanding for students to give feedback to one another and/or get feedback from you as they work.

Across performances, try to balance formal and informal feedback. Also, try to allow opportunities for a variety of perspectives on assessment over the course of the unit: self-assessment, peer assessment, and your assessment of student work.