This article engages in evidence-based policymaking by addressing (a) how civil servants endeavor to link evidence and policy and (b) examining how political bias influences this knowledge work in the ongoing digitalization of the Norwegian school. More specifically, it looks at the "uncertainties" civil servants encounter in their ambition to use evidence in policymaking relating to different definitions of knowledge, a lack of the desired knowledge, or incomplete or conflicting scientific findings. The study finds that evidence must meet high academic standards and be useful within a national context to be considered relevant. However, the political decision to digitalize the school, despite limited or conflicting evidence in support of this process, influences the definition of relevant evidence and hinders alternative perspectives and critical research from being heard.