<p>This study posits a mediated effect structural model and conducts a survey among 398 senior high school students located in central China, utilizing the Students’ Assessment Literacy Scale, Critical Reflection Scale, and Students’ perception of Fairness of School Rules Scale to examine the relationship Students’ perception of fairness of school rules, students’ assessment literacy, critical reflection and gender. The research findings suggest that Students’ perception of fairness of school rules exerts a beneficial influence on students’ assessment literacy, with critical reflection serving as a mediating variable in this relationship. Furthermore, the analysis reveals that gender acts as a moderating factor in the association between the students’ perception of fairness of school rules and students’ assessment literacy. Specifically, a complete mediating effect is observed in males, whereas females exhibit a pattern of partial mediation. The findings of this study not only deepen teachers’ understanding of the factors affecting high school students’ assessment literacy but also provide strong support for the development of targeted educational strategies to promote students’ assessment literacy. Additionally, these findings offer empirical evidence for the design of teaching strategies, helping educators and policymakers to better optimize the teaching environment and improve students’ academic achievements and personal qualities.</p>