Assessment through new technology has gained a firm foothold within the university system in the last decade. This paper summarizes the experiences that have been made during the introduction of digital examination over the past two years at the Royal Institute of Technology in Stockholm, Sweden. The experiences are divided between three different perspectives; the teachers, the students and the administrators. From the teachers perspective the experiences have been very positive--less time have been allocated to grading written exams, the grades are perceived as more just and the saved time can be spent on increasing the quality on other parts of the courses. From a student perspective the experiences have been very positive as well--most students are enjoying the fact that they get the results much quicker, that they can edit their answers on the exam easier and that the grades are more just. The experiences from the final perspective--that from the administrators' point of view--are far more complex. Some parts of the administrative system encouraged the introduction of digital examination, whereas other parts tried to stop it, using different measures. The paper concludes with some advice on implementing changes in written exams, based on the experiences from the Swedish case.