When looking at educational policy theory, there are four dimensions that can applied to policy evaluation. These four dimensions include the normative, the structural, the constitutive, and the technical. Applying these dimensions to policy evaluation, the goals are set forth in improving effectiveness of curriculum, instruction, and assessment. Though each dimension offers different aspects of policy development, the interpretation of how effective the assessment is will be determined by the end result of the policy and whether it has met the goals in which were originally set. These goals can be constructed in the realm of the pre-mentioned curriculum, instruction, and assessment (Isbell, 2009).

The failure to examine educational policy along the four dimensions will result in insufficient notions of the policy and consequently, deficient policy (Cooper, Fusarelli, & Randall, 2004) as cited by Divine (2007). Also according to Devine, there are too many incidents of policy makers funding and implementing a determined policy without performing an evaluation to see if it is effective in the real world. The author also determines that policies should influence teaching and the education of students and should be one of the most important objectives. All four dimensions must be used in unison or in some capacity to adjust the policy to meet these imperative goals.

 Carr (n.d.) contents that when evaluating education, one finds it hard to conceive in terms other than normative. He even goes on to say that looking at education in the normative dimension is a basic moral practice. His basis of developing a policy in the normative dimension falls under three precepts: “(i) educational aims are themselves ethically contentious; (ii) ethical principles and considerations (of moral right and obligation) are constitutive of teaching as a professional practice; and (iii) teachers in schools are often held responsible for the moral development of their pupils.”

Reference:

Carr, D. (n.d.) Ethics and education: The normative dimensions of education. Retrieved             on July 26, 2009 from http://www.education.ed.ac.uk/

Cooper, B.S, Fusarelli, L.D., & Randall, E.V. (2004). Better policies, better     schools: Theories and applications. Pearson Education, Inc. Retrieved on July 26,   2009 from UOP electronic textbook.

Divine, J. (2007) Four dimensions of educational policy theory: Normative, structural,    constituent, and technical. Associated Content Educational Thread. Retrieved   on July 26, 2009 from http://www.associatedcontent.com/article/500765/

Isbell, L. (2009) Policies for improved curriculum, instruction, and assessment. Week Five Lecture: UOP EDD 702. Retrieved on July 26, 2009 from UOP classroom materials.