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On one hand, the Swedish governing discourse on equity in the context of digitizing education portrays modernization, progress and democracy as a foundation in the equity work. On the other hand, in the context of digitized tests, equity is rather framed within a neoliberal logic while related to all individuals’ possibilities of choosing a ‘good life’, and to compete on equal terms. Not all disadvantaged groups are the target, though. It is mainly boys who are supposed be given better grades, and, in addition, students with disabilities who are supposed to (as far as possible) be able to have the opportunity to show their knowledge during the test. Language or socioeconomically diverse settings are not mentioned with regard to digitized national tests.