The assessment can not be limited to a test focused on the repetition of content that aims to assess the degree of student learning, assessment should provide another horizon in relation to the traditional rating, ie must be a valid tool for teaching-learning process. In this paper we design a proposal as an evaluation tool for the subject of General and Inorganic Chemistry of the University EIA. the rubric based on learning objectives, aspects to be evaluated, descriptors, criteria and rating scale, was implemented during the 2015-2 and 2016-1 academic year, the proposal facilitated the performance rating of freshmen engineering, not only about what they learned, but also how they learned and skills developed in the process demonstrating statistically significant difference (p-value <0.05) in the number of students who passed the course. [ABSTRACT FROM AUTHOR]