The increasing use in Higher Education of serious video games, that is, those with educational intentions, is justified by the experiential enrichment of the students. Within these, in this work we focus on simulation games, recreations of reality that allow us to experience transferable learning situations from practice. In order to develop the training in assessment, due to its transversal importance and its possibilities to promote autonomous learning and self-regulation, two simulation games have been designed and analysed to improve the assessment literacy: “A day with Eva” and “EVONG : Assessment in Action ". Through a questionnaire and group interviews, information has been collected from 131 students of a Grade in Primary Education with the purpuse of knowing their perceptions and valuations about these resources, especially about its educational utility and its transfer possibilities. After the analysis of the quantitative and qualitative data, the results of the research show the main competence that can be developed is the active decision-making, favoured by the verification and reflection of the consequences that it entails. The realism and proximity of the proposed situations has been perceived as a facilitating element for the generalization of learning. Despite these benefits, the real motivation to overcome the dynamics, the teaching effort for the creation of these resources -far removed from commercial productions-, the need for training actions to deepen or the certain disenchantment of intensive players, remain discussion aspects.
 

Assessment; Higher education; Simulation games; Video games; Computer assisted instruction.