We now know that formal education is a complex phenomenon involving many interconnected elements within and outside educational institutions. In the evaluation processes become extremely important as they define the structure and dynamics that they present at all levels, with the assessment of learning, a constant of institutional life. From a strictly administrative point of view, but with profound implications, teachers are forced as part of their teaching, to undertake assessments to students with the intent to deliver accounts to the institution, about the rate of approval and disapproval of a course. The forms of carrying out this procedure are diverse in nature, but they all inevitably opting the idea of accreditation. Unfortunately, this view is so widespread, that the students themselves have taken as part of their identity, seriously impacting their academic performance, that is, throughout his career student, have been shown assessment of their learning as a synonym for qualifying and the primary objective of the educational process, then then, their efforts are aimed to establish the field, without necessarily involving a true learning. We believe that this phenomenon so common in most schools, has its origins largely in the type of assessment is implemented, the concept we have of it and above all, the way it is presented to students . So, if you opt for an assessment based on certain instruments account of final products as a reflection of learning and tell the students that they will be determined according to their grade, then students would promote the type of misconduct that override any educational process.