Planning for Assessment
"Creighton exists for students and learning."
Creighton University, as a Catholic, Jesuit Universtiy 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.
The assessment process is cyclical.
- Teachers first determine what learning goals are appropriate for a class or program of study.
- Teachers then determine the measurable objectives that comprise each learning goal. (Some disciplines combine goals and objectives into learning outcomes.)
- Teachers collect information that shows to what extent an objective was achieved. This information can be quantitative or qualitative.
- 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.
- 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.
- 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.
Each college/school, department and co-curricular oversees their assessment of student learning for their area. The specific assessment reports for the college/school, department and co-curricular include educational outcomes and assessment plans. The reports section is password protected to internal staff and faculty only.