To fulfill the European Higher Education context in the subject of the Chemical Engineering Undergraduate Degree of University of Barcelona named "Chemical Engineering Experimentation II" team work, written and oral communication generic skills were developed and assessed by means of rubrics. In order to appraise the methodological usefulness of rubrics to formative/summative assessment, rubrics validation was done by students. Rubrics were employed for several learning/assessment activities and the students' perception about the teaching/learning process was collected, analysed and compared to the academic marks. The lack of students' knowledge of the use of rubrics, their lack of commitment and proactivity in the teaching/learning process, and their lack of adaptability and high resistance to the introduction of methodological changes make further work necessary on implementation. Because of the importance of the active participation of the students in the process of teaching/learning, the process of validation should be continued. The teaching experience indicates that rubrics are useful as an assessment tool, but in order to increase their utility as a tool in the process of learning, the future challenge is to modify some aspects of the validation queries and process.