The strategies of student evaluation and the patterns of results are compared for The Universidad Nacional de Educacion a Distancia (UNED) in Spain and The Open University of The United Kingdom. Both universities operate a system of undergraduate subject credits leading to a degree, but the length of the courses of the two systems differ. UNED assesses students only through examinations, while Open University uses both coursework and examinations. In comparison to UNED's system, Open University has a tighter framework of rules by which examinations are devised and organized, students are assessed, and pass lists are developed. Undergraduate data for 1977-1980 are compared for the two universities concerning enrollments per course, number of students taking the examinations, and number of students awarded credit. The detailed statistical analyses cover the effects on the final pass rate of the percentages of students taking the examinations and the specific course. An explanatory model that includes student behavior, personal characteristics, and academic environment is proposed to explain the differences in results. Additional factors that are suggested as possible causes of the differences in results are: database differences, cultural differences, and differences in the assessment strategies. (SW)