The term ‘teacher assessment’ is used to mean the assessment of pupils’ learning by teachers, exemplified in primary science in this article, from which recommendations are relevant more broadly. By supporting teachers with their assessment practices, pupils will benefit from more focused teaching that can ‘address areas of misunderstanding or gaps in knowledge’ ( Harrison and Howard, 2009: 5). It is proposed that understanding of the way such a balancing act is conceived and enacted will enable future guidance for practice to be more closely tailored to the needs of teachers, enabling theories to do ‘real work’ in education ( Cobb et al., 2003). This study examines the development of summative assessment practices in action and over time in a primary school in England, in order to explore how teachers attempt to balance the demands of validity and reliability in the context of policy-driven changes in practice. 320 Book review: Politics, Managerialism, and University Governance: Lessons from Hong Kong under China’s rule since 1997, by Wing-Wah Law 318 Book review: Routledge Handbook of NGOs and International Relations, edited by Thomas Davies 315 Book review: System Leadership: Policy and practice in the English schools system, by Susan Cousin 313 Book review: Social Equality in Education: France and England 1789–1939, by Ann Margaret Doyle 299 Education in an uncertain future: Two scenarios 281 Creative Connections: The power of contemporary art to explore European citizenship 265 Resistance, professional agency and the reform of education in England 250 Adapting to a new learning environment: Mainland Chinese students studying in master’s degree programmes in Hong Kong 236 What level of support is required to enable secondary school teachers to effectively teach first aid? A randomized trial 221 Balancing the demands of validity and reliability in practice: Case study of a changing system of primary science summative assessment

209 New digital laboratories of experimental knowledge production: Artificial intelligence and education research 196 Artificial intelligence and the technological turn of public education privatization: In defence of democratic education 178 Can artificial intelligence help predict a learner’s needs? Lessons from predicting student satisfaction 163 Artificial intelligence in schools: Towards a democratic future 151 Digital literacies and children’s personalized books: Locating the ‘self’ i Table of Contents: London Review of Education 18(2)

Reliability and validity class activity