Inspired by Fulcher's (2012) data-driven approach to language assessment literacy (LAL), I introduce learners' voices as a way to better understand teachers' LAL. I also incorporate learnings from recent literature on child development regarding research with children to suggest that we consider assessment with learners in LAL and language assessment studies more generally. Assessment with learners offers a new perspective on discussions of LAL as well as a new means of assisting learners to enhance their own understanding of how assessment works. Drawing from examples in my own work on LAL, I address a few potential benefits of incorporating learners' voices in LAL discussions. With an emphasis on "by doing" and "learner-centered" elements, assessment with learners can resonate well with Fulcher's apprenticeship content approach to LAL.