In the previous discussion, we talked about how the educational concepts in the information age emphasize independent thinking and innovation. Does this mean that exams and scores are no longer important?

Indeed, in the information age, there is a greater emphasis on fostering independent thinking and innovation in education. However, it does not imply that exams and scores are completely disregarded. Exams and scores still hold a certain level of importance in modern education.

Firstly, exams and scores serve as a means of assessing students' learning progress and mastery of knowledge, regardless of the time period. They provide a reference standard for evaluating students' abilities and knowledge in specific subjects. While exams in the industrial age may have focused more on memorization and application of subject knowledge, such as multiple-choice and fill-in-the-blank questions, exams in the information age place more emphasis on students' creativity and comprehensive abilities, such as open-ended questions and project assignments. Nevertheless, they still often serve as a measure of achievement. Therefore, while independent thinking and innovation are crucial for success, exams and scores can still help students understand their learning progress and provide an objective assessment criterion.

In modern education, the current practice is to integrate independent thinking and innovation with exams and scores. This means schools should strive to cultivate students' creative thinking and problem-solving abilities while providing them with appropriate assessment methods to comprehensively evaluate their academic performance and personal development.

Secondly, the educational concepts in the information age do not entail a complete rejection of the educational ideas from the industrial age; instead, they involve inheriting and innovating upon them. In both eras, students still need to learn subject knowledge such as mathematics, science, and languages. These foundational knowledge areas remain important for students' academic development. However, the educational goals differ: the industrial age education focused more on cultivating discipline, rule compliance, and execution skills to meet the needs of industrial society, while the information age education emphasizes developing students' innovation, critical thinking, and problem-solving skills to adapt to an information-driven and innovation-oriented society. Regarding teaching methods: industrial age learning placed more emphasis on imparting knowledge and accumulating information, with students primarily acquiring knowledge through teacher lectures and textbook readings. In the information age, there is a greater emphasis on student engagement and autonomous learning, utilizing the internet and technological tools to access various resources and information.

Moreover, teachers played a dominant role in industrial age education. They primarily served as knowledge providers and guides, while students mainly received and absorbed knowledge passively. Industrial age teaching mainly relied on face-to-face classroom instruction, with teachers delivering lectures at the blackboard while students listened and took notes. Information age education focuses on active student participation and autonomous learning. Students play a more leading role in the learning process, actively exploring, collaborating, and sharing. In the information age, students have access to a wealth of learning resources through the internet and technological tools, such as online courses, e-books, learning apps, making learning more flexible and personalized. Information age learning places greater emphasis on practice and project-oriented approaches, where students apply learned knowledge through hands-on activities and project assignments to enhance their practical problem-solving abilities.

Differences in Learning Approaches: Information Age vs. Industrial Age. In the education of the information age, there is a focus on developing students' comprehensive abilities, creative thinking, and practical application skills. Apart from memorizing concepts, students are expected to understand the origins, principles, and practical implications of those concepts. This type of learning encourages students to think critically, explore the deeper meaning behind knowledge, and develop problem-solving and innovative capabilities. On the other hand, industrial age education emphasized memorization and test-taking skills. Students primarily relied on rote learning and memorizing vast amounts of knowledge to prepare for exams and assessments. In industrial age education, less emphasis was placed on understanding the origins and applications of concepts, focusing more on surface-level knowledge acquisition. In the information age, students are required to possess comprehensive abilities and innovative thinking, applying their learned knowledge to real-world contexts and demonstrating the ability to solve practical problems. Therefore, gaining a deep understanding of concepts rather than mere memorization is a part of the educational requirements in the information age.

China's current education system still reflects the characteristics of industrial age exams. The middle school and high school entrance examinations (Zhongkao and Gaokao) are the largest-scale, most organized, and disciplined national standardized exams in China. They heavily rely on exam scores as the evaluation criteria. These exams emphasize students' performance in a single test, and the scores become the main standard for evaluating students' abilities and determining their eligibility to proceed to the next educational stage. They prioritize memorization and test-taking skills, focusing on students' mastery and memorization of textbook knowledge, as well as the application of exam techniques. They feature highly standardized exam content and formats, with test questions and formats being almost uniform nationwide, emphasizing standardization and fairness.

Canada's education system, to some extent, aligns with the educational approaches of the information age. Canadian education emphasizes fostering students' holistic development, including academic knowledge, innovation skills, critical thinking, communication abilities, and teamwork. This aligns with the goals of information age education, which stress the development of students' well-rounded capabilities to adapt to rapidly changing societal needs. Canadian education advocates for student engagement and self-directed learning, focusing on cultivating students' motivation, autonomy, and problem-solving abilities. This corresponds to the concepts of active student learning and independent inquiry emphasized in the information age. Canadian education encourages students' innovative thinking and practical skills, emphasizing the application of learning to real-world contexts and nurturing students' creativity and problem-solving abilities through project-based learning and practical experiences. This aligns with the requirements of information age education that highlight innovation and practical application. Canadian education emphasizes multiculturalism and inclusivity, encouraging students to respect and appreciate different cultural backgrounds, perspectives, and values. This corresponds to the emphasis in information age education on global awareness, cross-cultural communication, and collaboration.

Canada's gifted education aligns more closely with the educational approaches of the information age. Gifted education programs are designed specifically for students with high intellectual and creative potential. Gifted education focuses on providing personalized teaching and learning plans tailored to individual students' differences. This aligns with the concept of personalized learning and differentiated education in the information age. Gifted education places an emphasis on developing students' innovation skills and critical thinking, encouraging independent thinking, questioning, and presenting new viewpoints. This corresponds to the requirements of information age education that emphasize innovation and critical thinking. Gifted education typically offers a diverse range of learning resources and technological support, such as advanced courses, research projects, and online learning, to meet students' learning needs. This aligns with the information age education's emphasis on utilizing technology and multimedia resources to support learning. Gifted education encourages students' participation in practical and project-based learning, enhancing their abilities and creativity through real-world applications and problem-solving. This aligns with the requirements of information age education that emphasize practical and project-based learning.