This research aimed at identifying the degree of acquiring e-assessment competencies among the technology teachers in the secondary stage in Gaza from their perspective, and the effect of the following variables: gender, academic qualification, the rate of using e-assessment. To achieve these objectives, the researcher used the descriptive methodology. The researcher prepared a questionnaire which consisted of three axes. It was conducted on a sample numbered up 167 male and female of technology teachers in the secondary stage in Gaza. The results showed that the axis of preparing e-questions was ranked first in the degree of acquiring e-assessment competencies among the technology teachers, the axis of preparing e-test was ranked second, the axis of e-portfolio was ranked last. The results showed that there were no statistically significant differences at the level (α≤0.05) between the mean of the responses of the study sample according to the gender, while there were statistically significant differences at the level (α≤0.05) between the mean of the responses of the study sample according to the academic qualification and the rate of using e-assessment. The researcher recommended the importance of prompting technology teachers to use e-assessment tools, through providing moral and material incentives, and publishing the distinguished and successful experiences.