How do twelve-year-old students understand crucial ethical concepts like justice, equality, solidarity and empathy, and how does school assist them in developing their knowledge? Moreover, to what extent do the Swedish national tests and interpretations of the curricular framework influence the students' ethics education today? Questions like these are raised and discussed in this chapter where a sample of a hundred Swedish students' responses to the National Test in ethics from 2013 are analysed. The study reveals how the emphasis of the assessment of the students' responses does not contribute towards the expansion of their knowledge of crucial ethical concepts like equal rights, equal treatment and equal value of human beings – while the students themselves express knowledge and interest in this through their responses to the test. The limitations of national tests and their assessment instructions are therefore critically discussed.