The use of short assessment tasks can provide valuable information about undergraduates' knowledge and understanding. However, it is known that there are gender-related differences in performance on certain types of objective tests, both among school pupils and university undergraduates. This article focuses on undergraduate learning, using a mixture of tasks presented in either an open or closed form. Although the success rate in performing the given tasks seems to depend on the degree of openendedness inherent, more unexpected is the consistent difference in achievement between men and women students.