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activities focusing on higher-order thinking skills to support the 21st
century skills development.
Conclusion: Lecturers who participated in this study use varieties of
assessment activities when assessing students online. These practices
emerge in the setting of preceding teaching experiences and
professional development, which assisted with the confirmation of
collaborations and creativity in the social construction of knowledge
in communities of practice. Lack of time for the implementation of
online formative assessment was the most prominent concern shared
by lecturers.
Keywords: best practices, Higher Education institutions, lecturers,
online formative assessment, TPACK-Bloom-Feedback

19. Strauss, A.M., Exploring reading fluency in Grade 1: A glimpse
of teaching English reading within a multilingual classroom
environment in Namibia
Background: The migration of parents for social and economic
purposes results in learners enrolled in schools where their mother-
tongue is different than the medium of instruction and the linguistic
backgrounds of teachers. English reading has become a challenge for
learners from different linguistic communities of Namibia. As a result,
institutions of higher education in the country are challenged to
address language learning needs through teacher training.
Aim: This study aims to find out how Grade 1 teachers teach reading
to promote reading fluency and ‘meaning making’ of text in a
multilingual classroom setting.
Setting: The study was conducted in four Grade 1 school settings in
the !Karas region of Namibia.
Methods: This study adopted a case study approach to collect data
through interviews, classroom observations and field notes.

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