La integridad académica entre el alumnado universitario español* Academic integrity among Spanish university students Integridade acadêmica entre os estudantes universitários espanhóis

This article examines the existing research findings in relation to the research of the factors that are presumably involved in university students' evaluations of the teaching quality they receive, possibly threatening the validity of the construct. The review is organized around the three implicated sources in the perceptive process of the student, being the student himself, the professor, and the context. The review concludes that, despite some minor effects, the factors under analysis do not represent a substantial threat to the system's validity. The unproductive debate that has gone on for decades about guarantees in the evaluation of teaching staff has largely been used to cover up the absence of a desire to institutionalize this kind of evaluation system. ResumenEl presente artículo tiene como objetivo presentar una revisión sobre los hallazgos existentes en relación a la investigación de los factores supuestamente implicados en la valoración que el alumnado universitario realiza sobre la tarea docente de sus profesores, pudiendo suponer una amenaza a la validez de dicho constructo. La revisión se presenta organizada en torno a las tres fuentes implicadas en el proceso perceptivo del alumno, siendo éstas el propio alumno, el profesor y el contexto. La revisión concluye que, a pesar de efectos menores, los factores analizados no representan una amenaza substancial a la validez del sistema. El debate infructuoso que se ha producido durante décadas sobre las garantías en la valoración del personal docente ha sido usado en gran parte para encubrir la falta de deseo de institucionalizar este tipo de sistemas de evaluación. KeywordsStudent evaluation of Teacher Performance, Teaching Quality, Effective Teaching. DescriptoresEvaluación del desempeño docente, Calidad docente, Efectividad docenteThe opinion survey applied to university students to evaluate the effectiveness of their instructors has been used for eighty years now, but is still being challenged by substantial sectors of the teaching faculty, those with strong views on certain factors that would bias or unduly influence students' opinions of their instructors' teaching. This area -attacks on the validity of teaching evaluation questionnaires -has been copious in terms of scientific output and concluded that none of the alleged bias factors show a considerable effect, although the odd weak impact has been detected (Apodaca and Rodríguez, 1999).This study presents a review of the research studying these suspect variables, Casero, Antonio (2010). Modulating factors in the perception of teaching quality. RELIEVE, v. 16, n. 2, art. 3. http://www.uv which we dare not call bias as to deserve the description of "source of error" they must have an external influence substantially related to the evaluations and relatively unrelated to other teaching quality indicators. Or as Villa indicated, "To be able to prove that a characteristic nullifies the evaluation, a significant correlation is not enough even if a causal relationship is plausible; this feat...