The passage from face to face teaching to distance learning, as a measure to face the COVID-19, brought about the need for the validation of the tests’ results taken in electronic format. It is considered that students are more likely to commit fraud in tests conducted remotely. The objective of the article is to present the study of the academic cheating as a report to the analysis of the psychometric validity of the tests. Through a bibliographic review, the concept of academic cheating and its types are analyzed. The main methods to detect it are presented, which can be used to ensure the validity of the results in synchronous tests, multiple choice type. The uses, potentialities and limitations of the methods used are described. Finally, the main challenges to overcome to validate the synchronous test’ results carried out remotely are presented.

The passage from face to face teaching to distance learning, as a measure to face the COVID-19, brought about the need for the validation of the tests’ results taken in electronic format. It is considered that students are more likely to commit fraud in tests conducted remotely. The objective of the article is to present the study of the academic cheating as a report to the analysis of the psychometric validity of the tests. Through a bibliographic review, the concept of academic cheating and its types are analyzed. The main methods to detect it are presented, which can be used to ensure the validity of the results in synchronous tests, multiple choice type. The uses, potentialities and limitations of the methods used are described. Finally, the main challenges to overcome to validate the synchronous test’ results carried out remotely are presented.

The passage from face to face teaching to distance learning, as a measure to face the COVID-19, brought about the need for the validation of the tests’ results taken in electronic format. It is considered that students are more likely to commit fraud in tests conducted remotely. The objective of the article is to present the study of the academic cheating as a report to the analysis of the psychometric validity of the tests. Through a bibliographic review, the concept of academic cheating and its types are analyzed. The main methods to detect it are presented, which can be used to ensure the validity of the results in synchronous tests, multiple choice type. The uses, potentialities and limitations of the methods used are described. Finally, the main challenges to overcome to validate the synchronous test’ results carried out remotely are presented.

Introduction: The central model of student perceptions presented, offering a general characterization of their perception and its role in the relationship between teaching, learning and context, from a socio-cognitive perspective. Also, the attributional model of student perception is presented, which is based on the central model and integrates the view of Weiner’s attributional theory. Background: The theoretical contribution made is based on the analysis of the student’s perception from the perspective of cognitive social psychology and socio-cognitive theories of motivation, and a substantive approach to construct validity. Discussion: The models presented offer a useful conceptual framework for research on the quality of teaching and learning, the development and validation of instruments, and educational evaluation.

Introduction: The central model of student perceptions presented, offering a general characterization of their perception and its role in the relationship between teaching, learning and context, from a socio-cognitive perspective. Also, the attributional model of student perception is presented, which is based on the central model and integrates the view of Weiner’s attributional theory. Background: The theoretical contribution made is based on the analysis of the student’s perception from the perspective of cognitive social psychology and socio-cognitive theories of motivation, and a substantive approach to construct validity. Discussion: The models presented offer a useful conceptual framework for research on the quality of teaching and learning, the development and validation of instruments, and educational evaluation.