One of the components of any teaching and learning environment is assessment and evaluation. Assessment of learning in electronic environments has several differences from traditional and face-to-face learning environments, which all teachers must first accept. This study aimed to investigate the acceptance of assessment in a virtual learning environment by elementary teachers based on Rogers's diffusion of innovation model. The research method in terms of purpose was applied research and in terms of data collection method was a descriptive and survey research. The statistical population included all elementary school teachers in Tehran's 9th district in the academic year 1400-1401. Based on a multi-stage random sampling method and using the Cochran formula, 150 people were considered as a sample. A researcher-made questionnaire was used to collect data, and the reliability of the questionnaire was obtained using Cronbach's alpha coefficient of 0.87. Descriptive statistics (mean, frequency, etc.) and inferential statistics (t-test) were used to analyze the obtained data. The results of the study showed that the acceptance rate of assessment in the virtual learning environment by elementary teachers based on Rogers's Innovation Diffusion Model was lower than the test value. Therefore, the acceptance rate of assessment in the virtual learning environment by elementary teachers based on Rogers's Innovation Diffusion Model is lower than expected.