Assessment professionals are often at the helm of leading discussions around data-use and data-driven decisions for higher education stakeholders. However, the problem is that assessment practitioners must be cognizant of how to engage stakeholders with equity-minded and socially just informed assessment practices. The purpose of this article is to provide a literature review of approaches to equity-minded data use and positing that assessment professionals should engage in Freirean critical pedagogy approaches to data use practices. The article opens with a discussion of the intersection of diversity, equity, and inclusion work with assessment practitioners. Next, an introduction to the Freirean concept of engaging in praxis and how assessment leaders may unknowingly participate in what Freire calls banking education where educators act as a conduit to merely deposit information into students. The article concludes with recommendations for how assessment leaders can engage stakeholders in Freire's concept of "true dialogue."