| Ra | Rareness in relation to the study area |
| 0 | It is not one of the most important 5 |
| 2,5 | One of the most 5 important examples in the study area to illustrate elements or processes |
| 5 | One of the most 3 important examples in the study area to illustrate elements or processes |
| 7,5 | Good example in the study area to illustrate elements or processes |
| 10 | The best example in the study area to illustrate elements or processes |
| In | Integrity/Intactness |
| 0 | Highly damaged as a result of human activities |
| 2,5 | Damaged as a result of natural processes |
| 5 | Damaged, but preserving essential geomorphological features |
| 7,5 | Slightly damaged, but still maintaining the essential geomorphological features/other geomorphological features were created as a result of human activity and/or natural processes |
| 10 | All geological and geomorphological features are very well preserve |
| Rp | Representativeness of geomorphological processes and pedagogical interest |
| 0 | Low representativeness and without pedagogical interest |
| 3,3 | With some representativeness, but with a low pedagogical interest |
| 6,7 | The good example of processes, but hard to explain to non-experts |
| 10 | The good example of processes and/or good pedagogical resource |
| Dv | Number of interesting geomorphological features (diversity) |
| 0 | 1 |
| 3,3 | 2 |
| 6,7 | 3 |
| 10 | More than 3 |
| Ge | Other geological features with heritage value |
| 0 | The absence of other geological features |
| 3,3 | Other geological features, but without relation to geosite |
| 6,7 | Other geological features with relation to geosite |
| 10 | The occurrence of other geological features with a degree higher than geomorphological features |
| Kn | Scientific knowledge on geomorphological issues |
| 0 | None |
| 5 | Medium: presentations, national papers |
| 10 | High: international papers, thesis |
| Av | Additional values (historical, cultural, archeological) |
| 0 | No other scientific or educational values |
| 3,3 | One scientific or educational value which could be related to the geomorphosite |
| 6,7 | 2–5 scientific or educational values which could be related to the geomorphosite |
| 10 | Existence more than 5 scientific or educational values which could be related to the geomorphosite |
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