Practices of faculty members at Aswan University for Educational Evaluation in light of their Epistemological beliefs

     The study aimed to reveal the practices of faculty members at Aswan University for educational evaluation according to their beliefs about knowledge and their perceptions of learning, by identifying the correlational relationships between the dimensions of each of: Evaluation practices and Epistemologicalbeliefs among faculty members at Aswan University, as well as identifying the differences in the dimensions of evaluation practices according to the levels of dimensions of Epistemologicalbeliefs among faculty members at Aswan University.The study relied on the correlative descriptive approach, and the sample in its entirety amounted to (450) members of the teaching staff at Aswan University (200 survey samples, 250 basic samples). To collect data, two tools were designed: The first: Evaluation Practices Scale, which included three dimensions: evaluation strategies (28) items, evaluation culture (10) items, and recent trends in the field of measurement and evaluation (11) items. The second: the Epistemological Beliefs scale, which included three dimensions, namely: knowledge structure (14) items, ability to learn (15) items, and stability of knowledge (8) items. The study resulted in the following results: There are statistically significant correlations between the degrees of the study sample in the dimensions of: evaluation practices (and their total degree), and Epistemologicalbeliefs, and there are statistically significant differences in the dimensions of evaluation practices according to the levels of Epistemologicalbeliefs dimensions (high - low). for the benefit of the higher level of the faculty members at Aswan University.