Research-based assessments in postsecondary chemistry education have been widely developed and published, but their use has not enjoyed the same level of focus in the chemistry education research literature as evidence-based instructional practices. Several high-quality assessment strategies have been developed for use in postsecondary chemistry education; however, we have little understanding of the prevalence of use of such assessments and the contexts in which those assessments are enacted. Framed by the teacher-centered systemic reform model, we conducted a survey of United States postsecondary chemistry faculty to understand what types of assessments are being used in their courses, how assessment use is associated with course characteristics like course level and size, and other personal contexts (e.g., participation in workshops). The results of our work suggest that utility determines assessment use in postsecondary chemistry education. We also identified a sample of courses that utilize research-based assessment tools (e.g., concept tests/inventories and measures of affective learning), which are uniformly used over a range of courses, suggesting that there is a more nuanced picture of assessment tool use than what was captured by our survey items. The association between context and enacted assessment practices informs the development and dissemination of future assessment innovations; we encourage chemistry education researchers to focus on course size and level as targets for assessment optimization as well as teaching-focused workshops and funding opportunities as vehicles for dissemination of research-based assessment tools.