Even though the appearance and spread of new technologies offer considerable challenges in the design of far reaching and complex pre-test and assessment situations which are in keeping with the trends of teaching and learning, the thematic map is still an insuperable document to value either integral training or academic performance of future geographers. The alternatives presented in the present paper have been combined in different ways in the design of assessment practices with a diagnostic and process function for the evaluation of learning. These different instances have been experimented and validated with different groups of learners at specific different moments in the Geography courses at Facultad de Filosofia y Letras, Universidad de Cuyo, through the subjects Introduction to Geography and Didactics of Geography. (Contains 4 tables and 1 note.)