Much has been done on assessment literacy (AL) components and job demand-resources (JD-R). However, an interdisciplinary look at AL components as the predictors of JD-R and its possible consequences for the engagement and burnout of teachers' assessment performance has been neglected. To fill this gap, the present study explored this issue in the context of Iran. To this end, through convenience sampling, 146 Iranian EFL teachers were selected to answer questionnaires on AL, JD-R, burnout, and engagement. A series of multiple regression analyses were run to analyze the collected data. The results showed that some components of AL such as 'test construction', 'administering, rating, and interpreting test', 'psychometric properties of a test', 'using and interpreting statistics', and 'authenticity' were significant predictors of job demand. Moreover, the results revealed that alternative and digital-based assessment, recognizing test type, distinction and function, and authenticity were significant predictors of job resources. Furthermore, test construction, administering, rating, and interpreting test, psychometric properties of a test, and using and interpreting statistics could significantly predict teachers' burnout. In addition, alternative and digital-based assessment, giving feedback in assessment, and ethical and cultural considerations in assessment turned out to significantly predict teachers' engagement. These findings can have theoretical and practical implications for stakeholders.