Purpose: The advancement of technology in the last decades transformed the education from mortar and brick into online teaching and learning. It also changed the assessments from paper-based to technology-supported assessments. This study aims to examine how technology support student's online assessments in higher education institutions from diverse background. Design/methodology/approach: Data were collected from 411 undergraduates in both public and private universities in Malaysia and analysed using partial least square-structural equation modelling. Findings: The findings implied that performance expectancy and resources-facilitating conditions have a positive significant relationship with behavioural intention. IT experience moderates the relationship between effort expectancy, social influence and behaviour intention to use online assessment. Originality/value: This study offered new insights into the intention to use online assessment among diverse student's background.