An important issue about testing and assessment is that despite their significant role as item writers, assessors, or decision-makers, teachers' perception of testing and assessment in the English as a foreign language (EFL) context and how their perception differs with certain variables are usually ignored. This study aims to explore teachers' perspectives of online assessment and if English instructors' perspectives of online assessment in tertiary educational institutions in Turkey differ concerning their gender, age, teaching experience in years, highest educational degree received, graduation department, the institution they work at, their computer expertise, having an administrative duty or an office related duty or not. In this descriptive study, the data were collected from 302 English instructors working at English preparatory schools in various universities in Turkey through an online survey that included participants' demographic information and gathered their views on online assessment with 30 Likert scale survey questions. The results indicate that instructors' perspectives of online assessment significantly differed according to their gender, age, teaching experience in years, and their self-reported computer expertise. On the other hand, their educational background, department of graduation, the institution they worked at, and holding administrative or office duties did not change instructors' perspectives significantly. [This paper was published in: "EJER Congress 2024 International Eurasian Educational Research Congress Conference Proceedings," edited by Senel Poyrazli, Ani Publishing, 2024, pp. 127-133.]