Over the last 8 years we have systematically switched all of our introductory physics laboratory courses (PHYS1429/2030/2419/2040) to group problem-based learning. The cornerstone of our labs are the problem-based, real-life rooted activities where groups of students reduce given problems to simplified models, make predictions about the behavior of their models, design experiments to test the models, collect and analyze data, and report their findings as a group laboratory report.

We are able to maintain a relatively high inquiry level through all the stages of the lab; however, group lab reports have proven very challenging post-pandemic.

We propose to replace written group lab reports with individually administered “user input” assignments graded automatically. Unlike the autograded assignments in traditional LMS systems, the assignments are semi-intelligent: students start by inputting their data from the lab, and the system performs a statistical analysis of these data and modifies correct choices (in multiple choice/select questions) and numerical values (in numerical input questions) based on the individual student’s results. A student’s data may confirm or reject the model they built in the lab, and therefore the results and conclusions of the lab will differ for different groups—and in all cases, the student’s understanding of their individual data is being tested.