||Simulations are an increasingly popular way of teaching social science, but are sometimes viewed as too complex and resource-intensive for assessment. This practice paper introduces the concept of a light simulation, one that is simple enough to be used for an individual written assessment. It provides examples from a variety of politics of courses at under and post-graduate levels and in medium-sized and large classes. It also describes the super-light simulation, which does not require a live precursor to be an effective assessment. The article also reflects on how light simulations can prevent plagiarism, promote engagement, and contribute to an assessment portfolio that still includes the traditional essay.