Creativity is seen as one of the key traits of designers. Creativity development is an intrinsic concept in design education. Design is acknowledged to be relevant to various spheres of industry as a means of innovation, and creativity plays a significant role. This research highlights the need for the development of assessment framework of creativity for the design students. The literature review and researcher’s experiential knowledge stemming out from the field of design education suggest that creativity is not explicitly defined and is acknowledged implicitly in the curriculum. The study also draws various facets of creative components associated with the assessment of creativity from literature review. The research is done among the design students who are engaged in 4 years of design education at undergraduate level. It outlines the notions of components of creativity among the entry level design students in their first year and the ones in their fourth year. The study is done in two contexts of learning engagement among students: individual and group based. The research leads to the need of development of a creativity assessment framework for the design students based on both tacit and explicit knowledge involved in design practice. The research has the potential to inform the learners about the various facets of creativity which will allow them to improve and display their creative potential in various contexts. It will also foster a habit of reflection among the students about their creative potential and its future practice in the real-world scenarios. It will offer the students a more comprehensive view of individual as well as group creativity within the multiple and dynamic contexts.