Teacher assessment literacy is a crucial component of assessment quality in higher education. Addressing the need for contextually responsive assessment literacy, this study aimed to develop a conceptual understanding of Iranian English literature lecturers’ critical poetry assessment literacy (CPAL). Drawing on constructivist grounded theory, data were collected through semi-structured interviews with participants possessing expertise and experience in English poetry assessment, selected via purposive sampling. Data collection and analysis proceeded concurrently, with meanings co-constructed through the interaction between researchers and interviewees. The analysis was informed by a critical perspective on language assessment as a sensitizing lens while remaining grounded in participants’ perspectives. Through coding and constant comparative analysis, five conceptual categories were generated: theoretical foundations of English poetry assessment, contextual conditions, critical conceptions of English poetry assessment, professional development programs, and critical agency in English poetry assessment. The resulting conceptual framework highlights the multidimensional nature of poetry assessment literacy and underscores the importance of adopting a critical approach to professional development tailored to the needs of Iranian English literature lecturers. The study may contribute to the advancement of poetry assessment practices, professional development initiatives, educational policy, and future research on poetry assessment literacy.
