In this study we seek to analyse the ability of students to explain, exemplify and outline geographical processes, as well as to assess their competencies by using an evaluation grid. Therefore, we tested two types of hypotheses. The first one regards the fact that it becomes more difficult for students to represent a previously learned geographical process in writing, than to outline it graphically. The second Hypothesis highlights the fact that the ability to graphically represent a geographical process is more difficult to achieve, than the ability to represent a previously learned geographical process through sketches. We went through several steps such as: the preliminary analysis of students' products; writing the text; setting up the criteria of analysis for products; grouping the products on the specific criteria; organizing the evaluation grid of competencies; inserting data in the tables; and the elaboration of the paper. We chose this type of approach due to the lack in evaluation grids, which we created according to the analysis of products. We used both qualitative and quantitative type of analysis, as well as data collecting, processing and interpretation. What is important to mention is that the students find it easier to represent a geographical phenomenon through a sketch previously learned rather than by using a written discourse. The sample of evaluation grid that resulted from this study can be used by the professionals in didactics, but it can be developed a new one, specific to students. Based on this research study the learning process at the students' level can be improved.