Research suggests that many students learn mathematics at university in a competitive atmosphere where the subject is refined and polished as a finished product and assessment supports reproduction of the statement of facts and known results. In some cases, the procedures leading to mathematical concepts, evidence, skills and methods presented to the students are kept secret. Little is known about assessment practices in a distance and online learning undergraduate mathematics in Nigeria. In this study, we investigate and compare assessment practices in two (dual and single mode) institutions. A mixed method and comparative approach were used. The mixed method was explored to understand the assessment practices of the distance and online institutions and a comparative approach was utilised to compare the respondents’ responses in terms of assessment practices in their institutions. Data collection tools (questionnaire and interview) were used to collect data from 60 third-year mathematics students at the quantitative stage and 10 students that participated in filling the questionnaire were interviewed at the qualitative stage. The data was collected to explore assessment practices at these universities. Descriptive statistics and frequency analysis were carried out on the questionnaire for the purpose of determining what the assessment practices were and how they may be related to the students learning of undergraduate mathematics in distance and online education. Narratives were used on the responses of the 10 students that were interviewed to understand the event as a whole. Results show that there are similarities and variations in assessment practices that shaped Open and Distance Learning (ODL) practices in these universities. In particular, while both students from the two universities show a preference for both online and traditional assessment procedures, the results also indicated that learners from the single mode university studied enjoy doing mathematics assessment online better than what is obtainable among the dual mode learners. Students emphasised the need for prompt assessment feedback. The results suggest a need for careful review of assessment practices aimed at improving students’ engagement and learning for outstanding undergraduate mathematics learning experiences.