This study is one of the first research attempts to examine students' satisfaction with web-based assessment platforms. Using the self-determination theory, the research model examines the intermediate role of autonomy and competency. We gathered our data from a survey of 324 business students at one of the Midwestern American institutions who used McGraw-Hill Connect. PLS-SEM analytical procedures were used for testing and validating the hypotheses. The data show that competency, autonomy, quality, and feedback have a significant impact on students' satisfaction. Functionality, quality, and feedback are the antecedents to autonomy and competence. The relationship between functionality and satisfaction is fully mediated by competency. Implications for research and practice are discussed.