This study aims to examine graders' satisfaction with the open-ended question implementation in one of the open education systems in Türkiye. The quantitative research method was adopted in this study in which the data were collected through a questionnaire developed by the researchers. The graders' satisfaction regarding open-ended question implementation was discussed in three dimensions. These are "the functioning of the open-ended question grading system", "the need for communication/help while using the system" and "the importance of open-ended questions in open and distance learning". Whether the sub-dimension scores of the measurement tool were different from the expected values was examined with the Wilcoxon test. The graders' satisfaction regarding open-ended question implementation was analysed according to gender, title, and course variables. It was observed that the graders' satisfaction levels regarding the "Satisfaction with the grading system" and the "importance of open-ended questions in open and distance learning" were high. It was observed that the satisfaction levels of the graders regarding the "Satisfaction with the grading system", "the need for communication/help arising during using the system" and "the importance of open-ended questions in open and distance learning" did not change according to gender, academic title and the type of course they scored.