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The focus of this paper is the re-articulation of the concept of social justice as equity in contemporary schooling policy through the creation of national and global testing and data infrastructures. We examine the National Assessment Program – Literacy and Numeracy (NAPLAN) in Australia and the Organisation for Economic Cooperation and Development (OECD) Programme for International Student Assessment (PISA), particularly with respect to their complementarity and functioning as new technologies of governance. While the empirical focus is Australian education policy and the education work of the OECD, our argument has applicability in many national polities and domains of governance across the globe.