Literacy self-assessments suggest that middle school students are haunted by standard language ideologies even during resource-based summer reading and writing instruction. E nglish language arts (ELA) research has documented the importance of students' ability to selfassess (Warrington, Graeber, White, & Saxton, 2018), set literacy goals, and maintain and develop positive literacy identities (Cremin & Locke, 2017; Skerrett, 2012). David, Consalvo, and Vetter (2019) found that "asking young people about their writing prompts… ELA educators to see students as more-as capable and collaborative writers who have the potential to refine and enhance their writing" (p. 67). Unlike traditional assessments framed around faults and deficits, selfassessments that ask students to articulate what they do well and want to learn are beneficial to students' achievement (Murphy,