This paper examines the King's Oxfordshire Assessment Project, which took place in the UK and explored the use of coursework as a means of terminal assessment. In particular, it considers the findings of the six English teachers who were involved. In a standards-based curriculum all six teachers supported 100% coursework. The paper looks at how, in the ritual of atomised standards-based assessment, a basis for holistic coursework can be maintained. It considers the importance of guild knowledge within the system as well as the need for structural support. It considers also some of the difficulties that can be found with this type of assessment. (Contains 1 footnote.)