Assessment of student learning is the process by which we come to understand if students are accomplishing the learning goals and outcomes we set for them. Assessment occurs at the course, program, college, school, and university levels. Learn more about the variety of resources to aid in the process of assessment of student learning.  Whether assessment is formative (occurring during the process of learning) or summative (occurring at the end of the learning process), it provides information about what students know, what students can do, and what students hold of value. Assessment of student learning is a faculty-led process with support from the administration.

"Creighton exists for students and learning."

Creighton University, as a Catholic, Jesuit University is dedicated to excellence in undergraduate, graduate and professional programs, is committed to an ongoing process of assessment, reflection, evaluation and action that is consistent with the model of Ignatian teaching and learning.

Learning is at the center of the assessment process at Creighton. We pride ourselves in producing graduates who obtain a "degree of difference" - who carry the imprint of a value-based education. We can only fully understand and continue to improve student learning through continuous inquiry and investigation.  Each college/school, department and co-curricular oversees their assessment of student learning for their area.

The assessment process is cyclical.

  1. Faculty first determine what learning goals are appropriate for a class or program of study.
  2. Faculty then determine the measurable objectives that comprise each learning goal. (Some disciplines combine goals and objectives into learning outcomes.)
  3. Faculty collect information that shows to what extent an objective was achieved. This information can be quantitative or qualitative.
  4. The collected information is analyzed and discussed to determine what it means with respect to what is taught, how it is taught, and how students are engaged with that content and teaching methods.
  5. The result of the analysis and discussion is feedback to the course, program, college, school, or university about what needs to be changed and what is working particularly well and should not be changed.
  6. Based on that feedback, curricular and programmatic changes are made. At this point, the assessment cycle begins anew.

The Annual Assessments Policy and Procedures statement provides additional details.

All Creighton graduates will demonstrates the six Creighton University Learning Outcomes.

For questions: Contact Sarah Oliver, Program Outcomes Specialist at |402.280.3906