PnB-T10 - Engaging Students with Bingo to Assess Statistical Fluency 

Information

We leveraged the game bingo to create an engaging assessment in which students generated their own bingo cards to predict statistical vocabulary that they expected to hear in a new statistics lesson. In this presentation, we illustrate the use of bingo to assess student learning related to hypothesis testing, but the activity can be used for other topics as well. After learning introductory hypothesis testing, students worked in groups to create a bingo card with words, phrases, symbols, and SAS code that they expected to hear when learning about a new hypothesis test (Chi-Square Test for Independence or ANOVA F-Test). During class students marked off their bingo cards as they heard the phrases. Prizes were awarded for the first students to complete bingo (five in a row) or blackout (completing the entire card). The instructors assessed student learning based on the statistical vocabulary they included or excluded from their bingo card. After the activity, a survey was used to better understand student perceptions of the assessment. Our presentation will share tips and tricks for easy implementation and what we learned from this activity. We will present a brief analysis of the content of bingo cards. We also present student perceptions of learning and engagement from the post-activity survey. This was taught at a mid-size, liberal arts university in North Carolina in Statistics in Application (STS 2120), an advanced introductory course, with a typical class size of 30 students. This course is taught in a computer lab with a mix of first-year students completing the first-year mathematics requirements and upper-level students taking the course for their major. Thus, there is a mix of students with and without previous statistics experience. The course is fast-paced and covers a variety of statistical inferential methods while using SAS software for analysis.