The purpose of this paper was to present the school curriculum and the task in evaluation in the Information Age. It is clear that schools should provide students with an education that prepares students to function successfully in a world continually transformed by new information. However, schools are reluctant to offer a subject through which students can equip themselves for the information society. Major subject matters in schools have been traditionally taught not because of a careful analysis of the range of other alternatives that could be offered but rather because they have traditionally been taught. In the process schools neglect several subjects or skills that could prove to be exceedingly useful to students who will live in the Information Age. In this paper, the following things were suggested as what needs to be taught in schools in the Information Age. 1. Information studies : Students must learn to search out needed information from the multiple sources available, to use various media for effective communications, and to evaluate the quality of information. 2. Typing or keyboarding : Word processing, network access, and electronic mail require use of the computer keyboard. In order to enjoy full enfranchisement in the Information Age, all students need to learn typing. 3. Skills for using multimedia : A great deal of accumulated knowledge is stored in multimedia form. The term "multimedia" is now used to refer to a wide range of computer-based digitized media. Thus, students must develop skills to use computer-based multimedia tools. 4. Research skills : Many careers in the information society will require skill in locating and retrieving information and skill in combining information in novel ways. Thus, schools must teach students how to navigate a hierarchical tree of information stored in computers. 5. Skills for using the Internet : The Internet has been emerging as a very useful means of education. Students should learn how to send email, how to move files, and how to access a computer that is remotely located. Especially, every school should teach the skill for using World Wide Wed pages to find information needed. 6. Reading skills for digitized information: Students must be taught to browse efficiently in electronic books or multimedia. Attentions to indices, menus, section headings, key words, icons and skimming skills need to be explicitly taught. In this paper, it was also discussed how to make test items to evaluate what students learn and develop in schools in the Information Age. Traditionally, students are expected to memorize information and tested to find correct answers in a multiple choice test. When there is a fixed body of knowledge and skills to be learned, this approach is quite efficient. Actually, it is true that students who do especially well in this system are allowed to obtain higher education and the leadership positions that allow them to perpetuate the system. However, since the Information Age is a time of rapid change, it is not easy to select fixed body of knowledge and skills beforehand. Thus, the evaluation scheme based on the well-known Tyler's logic is no longer valid. Because major goal of education in the Information Age should be to help each student to be a creative thinker and problem solver, it was strongly recommended not to use multiple-choice tests but to use tests that fit the following eight criteria, which were presented by Eisner. 1. The tasks used to assess what students know and can do need to reflect the tasks they will encounter in the world outside of schools, not merely those limited to the schools themselves. 2. The tasks used to assess students should reveal how students go about solving a problem, not only the solutions they formulate. 3. Assessment tasks should reflect the values of the intellectual community from which the tasks are derived. 4. Assessment tasks need not be limited to solo performance. Many of the most important tasks we undertake require group efforts. 5. New assessment tasks should make possible more than one acceptable solution to a problem and more than one acceptable answer to a question. 6. Assessment tasks should have curricular relevance, but not be limited to the curriculum as taught. 7. Assessment tasks should require students to display a sensitivity to configuration or wholes, not simply to discrete elements. 8. Assessment tasks should permit the students to select a form representation he or she chooses to use to display what has been learned. Finally, it was pointed that the curriculum and evaluation form of the college of education and teachers colleges should be changed to produce qualified teachers for the education of the Information Age.