This document outlines the steps in valuing process and value indicators. The 7 steps in valuing process are: 1) choosing freely, 2) considering alternatives, 3) considering consequences, 4) prizing, 5) affirming, 6) acting upon choices, and 7) repeating. Value indicators are expressions or behaviors that could help clarify values, including purposes, aspirations, attitudes, interests, feelings, beliefs, activities, and worries. The document provides descriptions of each step and indicator.

1. Steps in Valuing
Process and Value
Indicators
•Prepared by:
• Glenda F. Magtrayo
Republic of the Philippines
CEBU TECHNOLOGICAL UNIVERSITY
San Francisco Campus
Northern Poblacion, San Francisco, Cebu
Website: http://www.sanfran.ctu.edu.ph
Email: ctusanfran@gmail.com Email: info-sanfran@ctu.edu.ph
Contact No: (032) 318-8163 Contact No: (032) 318-8164

2. Steps in Valuing Process
 A full value is a guide, a norm, a principle by which a
person lives.
 The values that a person chooses freely are the ones that
he/she will internalize, cherish and allow to guide his/her
life
1. Choosing Freely.
2. Choosing from among alternatives.
 That a value must be chosen from alternatives follows
from the first criterion that a value must be chosen freely.
 If there are no alternatives, there is no freedom of choice.

3. Steps in Valuing Process
3. Choosing after thoughtful consideration of the consequences of each
alternative.
 A value must be freely chosen after careful study of
the consequences of each alternative.
 Only after the foreseeable alternatives or options
open to him/her are fully and clearly understood is a
person able to make a free and intelligent choice.
 This criterion stipulates that valuing is a reflective,
rather than an impulsive or capricious, process.

4. Steps in Valuing Process
4. Prizing and cherishing.
 A value is something a person feels positive
about: he/she prizes it, cherishes it, respects it,
rejoices in it and celebrates it.
 As the individual grows toward full
development of his/her values, he/she derives
increasingly greater contentment, satisfaction,
fulfillment, and joy from the act of choosing
his/her own destiny.

5. Steps in Valuing Process
5. Affirming.
 This is criterion directly related to the preceding
criterion that a value is cherished.
 When we have good news, we like to share it.
 When we discover a value that is freely chosen,
the consequences of which we know and that
makes us happy, we want to tell others about it.

6. Steps in Valuing Process
6. Acting upon choices.
• A value is acted upon, performed, carried out : it
influences a person’s behavior in some way.
• Thus, what a person does reflects his/her values.
7. Repeating.
• Values are acted on repeatedly and become a
pattern of life.
• A value tends to permeate and influence all
aspects of one’s life.

7. Value Indicators
 Value indicators are expressions or behaviors that are promising areas
for clarifying because they “are headed toward values, but they have not
yet ‘arrived'”.
1. Expressions of purposes or aims.
 When a student says that he/she intends to
do something or that he/she has a goal, it is
an opportunity for teachers to ask if that was
something he or she prized, had freely
chosen, or had sought for some time.

8. Value Indicators
2. Aspirations.
• Aspirations are remote purposes or aims. Using the
values clarification techniques, teachers can help
students examine their aspirations to see if they meet
the criteria of a value.
3. Attitudes.
o When a student displays views about current issues,
teachers can ask how deeply the attitude is felt, what
prompted the attitude, and what activities it suggests.

9. Value Indicators
4. Interests.
 Students’ interests can be temporary and short
term.
 Teachers can assist students to analyze their interests
through the value clarification procedures as they
become more “owned” rather than simply enacted.
5. Feelings.
 Feelings, as a construct, almost suggests a non-cognitive
reaction to an event, a question, or an issue.
 The values clarification approach suggests teachers
prompt the student to think about his/her feelings,
asking about their source, and their consequences.

10. Value Indicators
6. Beliefs and convictions.
o While beliefs connote deeper ideas than mere
“attitudes,” they can also be reviewed by students
through the values clarification approaches.
o Some will be promoted to values, according to this
theory.
7. Activities.
 When a student becomes engaged in activities, it
is appropriate to ask him/her if there are
alternatives to consider or whether it was freely
chosen.

11. Value Indicators
8. Worries, problems, obstacles.
• This category of indicators suggest that the
students’ reactions are unformed.
• The possible approaches the student might
take are ill-formed, and the values
clarification prompts can move students to
firmer plans and actions.