The research aims to evaluate the cognitive assessment of Arabic language teachers in revealing the values included in the literature and textbooks for the fourth literary grade. The researcher prepared a questionnaire consisting of (20) paragraphs. After designing it, presenting it to expert specialists, making the necessary amendments in its final form, and testing it on a survey sample of (20) schools. After verifying its validity and reliability, the researcher applied it to the research sample, which numbered (40) schools out of a total research community of (120) schools in the Arabic language, which the researcher chose randomly using the statistical package (spss) to extract the research results in knowing the average of each paragraph included in the questionnaire and the total average of the total paragraphs, as well as calculating the difference between the averages. The results showed a negative indicator about the skills provided by teachers and the use of means capable of instilling, clarifying, and explaining the values included in the topics of literature and texts in secondary schools. From this, the researcher concluded that focusing on the content from a cognitive perspective is more than focusing on it as A goal for a specific value. From this, the researcher recommended providing appropriate training opportunities for Arabic language teachers who teach literature and texts to focus on values and communicate them to students in various ways to ensure that. Proposing conducting another study related to this topic helps diagnose other turning points that impact the teaching and learning process from the learners’ point of view to overcome them.  ‎

Evaluation, Arabic language teachers, educational values, fourth literary grade

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