循證本位的教育政策理念與評估方法

The Concept and Evaluation Methods of Evidence-Based Educational Policy

循證政策決策（Evidence-Based Policy-Making, EBPM）於近20年來已成為公共治理的核心理念，強調政策制定須兼顧專業經驗、政治考量與研究證據，並透過實證方法檢驗其成效。本文回顧EBPM在不同福利國家的發展歷程，指出其推動與實踐上的差異，並從線性觀點延伸至更複雜的多元視角比較多種解釋「證據與政策互動」的研究模式。然文獻回顧顯示，EBPM仍面臨挑戰，包括定義模糊造成文獻零散，以及研究者與決策者之間的文化落差，使研究成果難以有效轉化為政策。近年來，方法論的進展，特別是雙重差分法（Difference-in-Differences, DID），透過結合時間序列與處理組、對照組比較，即便在非隨機情境下，亦能提供更具信、效度的因果推論，成為政策成效評估的重要工具。本文進一步介紹DID的理論基礎與使用原則，並透過研究案例說明，期能為國內政策研究與教育改革提供實務參考。

Over the past two decades, Evidence-Based Policy-Making (EBPM) has become a central paradigm in public governance, emphasizing the integration of professional expertise, political considerations, and research evidence in policy formulation, while requiring empirical evaluation of policy outcomes. This paper reviews the historical development of EBPM across different welfare regimes, highlighting variations in its promotion and implementation. It also compares multiple models explaining the interaction between evidence and policy, ranging from linear perspectives to more complex and multifaceted approaches. Nevertheless, a review of the literature reveals persistent challenges, including definitional ambiguity that leads to fragmented scholarship, as well as cultural and institutional gaps between researchers and policymakers that hinder the effective translation of research into practice. In recent years, methodological innovations– particularly the Difference-in-Differences (DID) approach– have enhanced the reliability of causal inference by combining time-series data with treatment and control group comparisons, even under non-randomized conditions. This paper further introduces the theoretical foundations and principles of DID, supplemented with illustrative examples, in order to provide practical insights for policy research and educational reform in Taiwan.