The present study aimed to validate and prioritize the dimensions and components of the academic progress assessment model for primary school students in e-learning programs (Shad) using a mixed-methods approach (qualitative-quantitative). The study was applied in terms of its objective and descriptive-survey in terms of its type. The statistical population consisted of university professors, school principals, experts, and primary school teachers. A purposive sampling method was used to select 25 participants for the qualitative phase, with the sample size determined based on the theoretical saturation of the data. A random cluster sampling technique was employed for the quantitative phase, with 240 participants selected. The data collection tools for the qualitative phase included semi-structured interviews, and for the quantitative phase, a researcher-made questionnaire was used. The qualitative data were analyzed through a three-stage coding process, and the quantitative data were analyzed using descriptive and inferential statistics. After analyzing the data, five main categories, 18 subcategories, and 70 key indicators of the model’s essential components were identified. To prioritize the dimensions and components of the model, the Friedman test was used, while construct validity, composite reliability (CR), Cronbach's alpha coefficient, and the Standardized Root Mean Square Residual (SRMR) index were employed to evaluate and fit the model. Given that the SRMR index was less than 0.08, it can be concluded that the model fits well. The results of the quantitative phase confirmed the findings from the qualitative phase.