Validation of the Optimal Model of Online Academic Achievement Assessment in Upper Secondary Education
Keywords:
upper secondary education, structural equation modeling, confirmatory factor analysis , academic achievement, Online assessmentAbstract
The aim of this study was to validate the optimal model of online academic achievement assessment in upper secondary education. This study employed a mixed-methods approach with an exploratory sequential design. In the qualitative phase, data were collected through semi-structured interviews with educational experts and analyzed using thematic analysis. In the quantitative phase, a researcher-developed questionnaire based on qualitative findings was administered to a sample of teachers and students selected through multistage cluster sampling. Data were analyzed using structural equation modeling, first- and second-order confirmatory factor analysis, and the Friedman test. The results indicated that the proposed eight-factor model demonstrated a good fit, with all fit indices meeting acceptable criteria. All constructs showed significant factor loadings, with student-related issues having the strongest effect. The Friedman test results also revealed significant differences among the dimensions, indicating distinct prioritization levels. The findings suggest that online academic assessment is a multidimensional construct influenced by educational, individual, infrastructural, and social factors, and the proposed model can enhance the effectiveness and quality of online assessment systems in upper secondary education.
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