Automated assessment technologies have been used in education for decades (e.g., computerised multiple choice tests). In contrast, Automated Essay Grading (AEG) technologies: have existed for decades; are "good in theory" (e.g., as accurate as humans, temporally and financially efficient, and can enhance formative feedback), and yet; are ostensibly used comparatively infrequently in Australian universities. To empirically examine these experiential observations we conducted a national survey to explore the use of automated assessment in Australian universities and examine why adoption of AEG is limited. Quantitative and qualitative data were collected in an online survey from a sample of 265 staff and students from 5 Australian universities. The type of assessment used by the greatest proportion of respondents was essays/reports (82.6%), however very few respondents had used AEG (3.8%). Recommendations are made regarding methods to promote technology utilisation, including the use of innovative dissemination channels such as 3D Virtual Worlds.