The aim of this study is to increase general understanding of the factors influencing teachers’ choices of assessment tasks in distance courses in university mathematics and mathematics education. Six interviews were conducted in which teachers elaborated on their reasoning concerning choices of assessment tasks. The results show that the forms of assessment tasks used in distance education, along with the reasoning preceding the choice of these tasks, differ little from those used in campus based education. One possible explanation for this can be that nearly all assessment tasks described in the interviews were conducted in face-to-face situations. The technical aspects of modern distance education seem to have a minor influence on the choice of form ofassessment.