This year is a big turning point for High School Japanese education. This is the first year of national-level standards of achievement to apply the new evaluation system based on achievement instead the existing relative evaluation system of nine grades. Facing a major transition with a new evaluation system, it was necessary to observe the evaluation of Japanese subject to suggest new directions for the evaluation. This study, in particular, analyzed and interpreted the actual problems of regular high school exams and discussed whether it would be necessary to analyze these examines afterwards. As a result of applying the ‘evaluation result analysis program for each level of achievement’ to the 25 multiple- choice problems to display and interpret the data, it was possible to discover problems that have issues in terms of difficulty and discrimination and provide analysis and feedback on them to identify what the learners were lacking and what the teachers were wrong about the students. It is truly important to analyze the problems, understand the definition of related terms, and identify the numerical information contained in the files derived from the program. What comes after the analysis of problems with even greater importance is the teaching/learning process that comes after the analysis and the feedback of evaluation. For example, it is necessary to analyze the problems that have a big gap with the anticipated rate of correct answers, whose rate of correct answers is too low, and whose level of discrimination is too low to evaluate the students`` achievement for future classes. This would be a shortcut to the vital circulation of overall process of teaching and learning.