「循證決策」與「數據驅動教學」概念在教育領域之實踐：以日本學力調查為例

The Implementation of Evidence-Based Policy Making and Data-Driven Instruction in Education: A Case Study of Academic Assessments in Japan

在資訊科技發展與績效責任制等多重因素影響下，教育領域中「循證決策」（EBPM）與「數據驅動教學」（DDI）等概念日漸盛行，然而目前較缺少關於實務案例的討論。本文以日本「全國學力．學習狀況調查」與各自治體層級獨立實施的學力調查為例，說明這些學力評估如何成為資料、數據、證據的生產來源，供政策制定者、學者、學校領導者、教師等行動者進行參考，透過意義與資訊的生產，形塑政策制定與教學行動上的參照。本文透過日本官方文件、書籍、媒體等資料之整理，彙整出日本各地應用學力調查的實際案例，並將其連結學術概念。在數據資料和人工智慧蓬勃發展的趨勢下，本研究可供臺灣教育工作者思考如何更有效善用數據，以改善教學行動。

Driven by multiple factors including advancements in information technology and performance accountability systems, concepts such as Evidence-Based Policy Making (EBPM) and Data-Driven Instruction (DDI) have gained increasing prominence in the field of education. Nevertheless, there remains a relative lack of discussion on practical case studies. This study examines Japan’s National Assessment of Academic Ability along with various locally administered academic assessments to illustrate how these evaluations serve as sources for generating data, information, and evidence. These outputs, in turn, inform decision-making processes among policymakers, researchers, school leaders, and teachers, shaping both policy formulation and instructional practices through the production of meaning and information.
Drawing on official Japanese government documents, academic literature, and media reports, this study compiles practical examples of how different regions in Japan utilize academic assessments and contextualizes them within relevant academic frameworks. Against the backdrop of rapid developments in data analytics and artificial intelligence, this research provides insights for Taiwanese educators on how to more effectively leverage data to enhance instructional practices.