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When George Bernard Shaw wrote his play, Pygmalion, he could hardly
have foreseen the use of the concept of the self-fulfilling
prophecy in debates about standardized testing in schools. Still
less could he have foreseen that the validity of the concept would
be examined many years later in Irish schools. While the primary
purpose of the experimental study reported in this book was not to
investigate the Pygmalion effect, it is inconceivable that a study
of the effects of standardized testing, conceived in the 1960s and
planned and executed in the 1970s, would not have been influenced
by thinking about teachers' expectations and the influence of test
information on the formation of those expectations. While our study
did pay special attention to teacher expectations, its scope was
much wider. It was planned and carried out in a much broader
framework, one in which we set out to examine the impact of a
standardized testing program, not just on teachers, but also on
school practices, students, and students' parents.
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