Learning Strategies as Metacognitive Factors: A Critical Review

The paper begins by comparing the Farrington model with other models of learning strategies, proceeds to considering examples of innovations in the field, and concludes by identifying implications for the field moving forward. The paper includes specific guidance on how performance assessments allow students to develop cognitive strategies while demonstrating their content knowledge by completing performance tasks. The intent of this paper is not to advance a singular definition, model, or implementation process for learning strategies, but rather to review the current state of the field and the issues that need to be understood and confronted to move beyond research and toward action.