Directed Self-Placement (DSP) is an approach that brings together self-efficacy and course selection to guide enrollment of college students into first-year writing courses. The study in this article emerged in an institutional scenario in which the DSP process at a U.S. university changed from a reading and writing task with reflective questions to reflective questions only. In turn, the scenario provided an important opportunity for examining the impact of the presence of a constructed response task on students’ answers to the same DSP reflective questions. The study especially examines whether the presence of a task influenced two sub-constructs in student self-assessments: their proficiency in academic, written English, and their autonomy, or their need for help from a professor to complete reading and writing tasks during their first year of college. The results show differences in the students’ self-assessments of proficiency and autonomy based on whether or not they completed a task, but these differences were statistically significant only for certain student groups. The article closes by addressing implications, including the need for future research that investigates disaggregation and consequence for all students in support of fairness and justice in assessment design and use.

定向自我安置（DSP）是一种将自我效能感和课程选择结合在一起的方法，可以指导大学生入读第一年写作课程。本文中的研究出现在一个机构场景中，在该场景中，美国大学的DSP流程从具有反思性问题的读写任务变为仅具有反思性问题的任务。反过来，该场景提供了一个重要的机会，可以检查已构造的响应任务对学生对相同DSP反射问题的回答的影响。这项研究特别研究了一项任务的存在是否影响了学生自我评估中的两个子结构：他们的学术水平，英语书写能力以及自主性，或者他们在大学一年级期间需要教授帮助完成阅读和写作任务。结果显示，学生根据自己是否完成任务而对自己的能力和自主性自我评估存在差异，但这些差异仅对某些学生群体具有统计学意义。本文最后通过解决各种影响，包括需要进行进一步的研究来调查所有学生的分类和结果，以支持评估设计和使用中的公平和正义。