From a comparison of problems in type and braille notation on national scholarship surveys conducted by the Ministry of Education, Culture, Sports, Science and Technology, points that need to be considered for blind students were clarified and the meaning of academic performance tests conducted over three years in the education of visually impaired students and related issues were considered. The following results were obtained. 1. The number of problems in Braille is the same as the number in type, but the number of pages was 1.5 to 3 times more. The test time was also 1.5 times longer. 2. The problems on reading and writing kanji characters in the Japanese language section were revised to be problems of meaning. Some problems were also replaced with problems on Braille notation. 3. In mathematics, dot charts are a major issue. In preparing charts with grid lines in particular special consideration should be given to tactile sense. 4. To make use of test results in education for the visually impaired, the answers of Braille test-takers should be closely analyzed. Issues that are uncovered in this analysis then need to be organized and readdressed in classroom settings.