Educational assessment serves many purposes: it supports student learning, it credentials students for work and future study, and it develops students’ understandings of quality. Recently a range of new cheating technologies and approaches have arisen that threaten assessment’s ability to meet these purposes. This presentation shares recent findings in research on cheating. It focuses in particular on ‘contract cheating’ which happens when students purchase custom-written assignments online, and ‘exam hacking’ which exploits weaknesses in computer-based exam systems. Multiple studies across multiple continents put the prevalence of contract cheating alone at between three and ten percent; such a high prevalence has implications not just for assessment practice but also for educational research that uses assessment results. This presentation discusses potential ways forward in detecting and deterring these new threats to assessment.