This paper describes an innovative teaching-learning experience applied to engineering career's last disciplines, where previous knowledge is necessary. The main element is the adaptation of the Cooperative Games Theory to the design of the student evaluation process that allows individual evaluation of the students and reinforcement of their previous knowledge. In cooperative games, there is congruence of individual and collective interests, seeking individual and group satisfaction through the experience of the game. By analyzing the efficiency and symmetry of individual and collective participation, our methodology aims to replace traditional didactic approaches and construct evaluation strategies that seek a balance between effort and reward among players, without overloading teachers or students. It has been found that the design of the assessment process based on game theory had a positive impact on the learning of concepts, skills and attitudes.