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Assessment through new technology has gained a firm foothold within the university system in the last decade. This paper summarizes the experiences during the introduction of digital examination over the past two years at the Royal Institute of Technology in Stockholm, Sweden. These experiences come from three different perspectives; teachers, students and administrators. From the teachers' perspective the experience has been very positive - less time was allocated to grading written examinations, the grades are perceived as fairer and the time saved can be spent on increasing the quality of other parts of the courses. From a student perspective the experience has also been very positive - most students are enjoying obtaining the results much more quickly, editing their answers on the examination more easily and the grades are perceived as fairer. The administrators' experience is far more complex. While some parts of the administrative system encouraged the introduction of digital examination, other parts tried to stop it. The paper concludes with some advice on implementing changes in written examinations, based on the experience of the Swedish case. [ABSTRACT FROM AUTHOR]