Directed
Self-Placement—a Brief Introduction
Disenchantment with traditional
methods of placing students into first-year writing classes—even thoughtful
methods that used holistically scored essays (as opposed to verbal SAT cutoff
scores) or portfolios—led a few writing program administrators, most notably
Daniel J. Royer and Roger Gilles at Grand Valley State University, to develop
an unorthodox alternative: directed self-placement (DSP). They recognized that (1) placement test scores
were often poor indicators of how students would actually do in their first
writing class, (2) eighteen-year-old students deserved to have a say in their
placement, and (3) students would be more motivated in their basic writing
courses if they actually wanted to be there. Their rationale consciously followed Paolo
Freire’s injunction to “[go] as far as [we
can] in helping people develop the capacity to make decisions and to take
responsibility” (Royer and Gilles, “Attitude” 114). Royer and Gilles also used self-efficacy theory
to support the notion that students could make appropriate choices involving
their education. To put their idea into
practice, they developed and evaluated a series of statements used to help
students reflect on their own experiences. Other schools have implemented DSP as well,
creating similar statements, for example “Generally, I don’t read when I don’t
have to” and “In high school, I did not do much writing,” or statements that
contrast with one another: “My high
school GPA was about average” vs. “My high school GPA placed me in the top
third of my class” (Blakesley, Harvey, and Reynolds 223-224). Students decide which statements best match
their experience and compare them with profiles of statements that matched
students who have typically succeeded in regular college English or matched
students who needed a basic writing course.
Finally, students examine the course descriptions, reflect on their own
motivations, and, if desired, have a conversation with a placement counselor
before placing themselves in their first-year writing course. Research at several schools shows that DSP is
not only as good as previous placement regimes; it can surpass them, enabling
students to succeed at comparable or higher rates and creating basic writing
classrooms that students want to attend (Royer and Gilles, Principles).