Victoriya Vakhotina, Evaluator, International Education Research Foundation (IERF)

Laura Welch, Evaluator, International Education Research Foundation (IERF)

Tara Wessel, Evaluator, International Education Research Foundation (IERF)

Introduction

Not all pass grades are created equal. A pass grade may indicate that a student has either met the minimum pass threshold for the course, that the course is graded on a pass/fail basis, or that the student was given a conceded pass to move them along. All or none of these explanations may be true for any individual student, which is what makes these grades mysterious and alluring. This article draws on examples from Korea, Eastern Europe, and France to explore how pass grades can affect the credential evaluation process, particularly in the context of grade conversion and GPA calculation. It also outlines selected approaches and considerations used by IERF, offering practical insights while recognizing that methodologies may vary across evaluation frameworks.

I. Korea

In South Korea, universities typically use a standard letter grading system (A–F) and GPA scale—not so different from our system in the United States. However, it is common to see transcripts that include pass-type grades such as “P” (Pass) or “S” (Satisfactory) used alongside traditional letter grades. Pass grades are most often seen associated with courses that are evaluated more on completion or participation than academic performance, rather than as replacements for low or failing grades. However, there are numerous examples of pass grades being used in upper-level courses, particularly at the graduate level, that can impact the overall GPA.

At the undergraduate level (Fig. A), pass grades are commonly used for non-academic or supplementary coursework, such as chapel, religious studies, physical education, military training, or other institutional requirements, such as freshman orientation. In many such cases, these courses carry zero credit and therefore do not impact the GPA. Because these non-academic courses are almost always lower-division level, a student’s GPA is often skewed to reflect higher level academic coursework. This can result in a GPA that reflects only academically graded upper-division coursework, potentially creating a more rigorous overall academic record. However, there are also cases where pass-graded courses may carry credit, or where the transcript does not clearly indicate whether the credits are included in GPA calculations. This ambiguity can create challenges for evaluators when determining how to treat these courses in a credential evaluation.

At the graduate level (Fig. B), pass grades may appear more frequently and in a wider range of courses, including seminars, research coursework, or thesis work. In some cases, a significant portion of the program may be graded on a pass basis, including advanced, discipline-specific coursework such as law or other professional studies. In this context, pass grades are not limited to supplementary courses, but instead reflect successful completion of high-level, academically significant components of the program. Because these courses are often excluded from GPA calculations, a substantial portion of a student’s academic work may not be reflected in the GPA itself. This can contribute to higher overall GPAs in graduate studies compared to undergraduate studies, while also limiting the ability of the GPA alone to capture the overall academic performance of the student.y

Fig. A. An example of an undergraduate transcript from a Korean university. Note the “S” (Satisfactory) grades carry no unit weight.

Fig. B. An example of a graduate transcript from a Korean university. On this transcript, note the “P” (Pass) grades carry credits, unlike Fig. A.

II. Eastern Europe

Pass grades are ubiquitous across all education systems, crossing all levels of education. Eastern Europe is no different; however, the question on a lot of people’s minds is, “How are pass grades used?” Do they denote a course graded on a pass/fail basis? Or are they, as IQAS, 2008 suggests, courses completed after the five set examinations of the semester. Or maybe both? Keep these questions in mind as we dive into the positive and negative outcomes of pass grades, how pass grades affect the rigor of a program, and see if Eastern Europe is moving away from the pass/fail schema to better align with other Bologna-signatory countries (Note: As Eastern Europe encompasses more than 10 countries, we will mainly be looking at Armenia and the Russian Federation).

The Russian Federation, Armenia, and many other Eastern European countries use a 1-5 grading system with 5 being an excellent mark and 1 or 2 signifying a failing mark. Note that this system has changed over the years with many variances. Until recently, Eastern European grading scales were not widely available on the transcript, and evaluators had to rely on past reports, academic records, and research to confirm grading models. Only once each Eastern European country became a Bologna-signatory country do we start to see a breakdown of grades on official transcripts (which were rare in the past) and descriptions clarifying each grade’s standing within the scale.

Fig. C. The current grading scale used in the Russian Federation (IQAS, 2008).

Now that we understand how the grading system works, let’s explore some of the positive and negative attributes inherent to pass grades within the Eastern European system.

Pass grades can be seen as positive from both the students’ and faculty’s perspective as they give both parties leeway throughout the semester as they may relieve the pressure of achieving a specific grade. In an already busy semester, pass grades offer students a chance to concentrate on impactful coursework towards the major. Courses graded on a pass/fail basis are also a benefit to students by offering a range of classes they can ‘sample’ either outside or within their major, allowing them to explore material they may not have done so with a graded course. Although non-major coursework is not as common in Eastern Europe, pass/fail courses still offer students new opportunities to explore courses they may not have otherwise enrolled in.

While pass grades have several upsides, there are downsides to consider as well. One negative aspect is the lack of transparency in the Eastern European education system regarding pass grades, making it difficult to ascertain a student’s performance.  While this is slowly changing thanks to the Bologna Process, many transcripts, such as those from the Russian Federation, still do not offer an explanation on where the pass grade sits within the grading scale.  Did the student pass with a grade of 5 (meaning excellent, a US grade of A) or with a grade of 3 (meaning satisfactory, a US grade of C)? Or are these courses designated as pass/fail from the beginning? An abundance of pass grades also makes it difficult to calculate a GPA to adequately reflect the student’s overall achievement, since only half of the coursework is presented with specific grades. With all that being said, how does this affect program rigor in the Eastern European education system?

Fig. D. Pass grades (зачеt) highlighted on a university transcript. This student completed 55 courses, of which 27 are pass grades.

We often receive transcripts from Eastern Europe on which half the grades are made up of pass/fail coursework, like the example in Fig. D. Higher education is a pathway to career success for many students, and an abundance of pass grades may not provide a full picture of a student’s knowledge and skills required to practice in their chosen field. For older studies, such details remain ambiguous. However, as education systems evolve, their academic records do as well.

Thanks to the Bologna Process, some Eastern European diploma supplements now include grade guidance for pass coursework. While this is not true for all Eastern European Bologna-signatory countries, it is a shift towards further transparency and will allow for more accurate GPA calculations. Furthermore, studies issued from around 2016 onwards seem to rely less on the pass/fail system in favor of percentage/number grades, further aligning their education system with the rest of Europe.

Fig. E. showcasing the numerical and percentage grade of a pass course

Fig. F. Armenian Attachment to the Diploma showcasing the grading scale used for the program of study. This scale offers a full breakdown with pass grade included. This scale clearly states the use of graded pass courses.

While this new transparency is wonderful, what should we do with older records that are not as clear?  Potential solutions to implement when evaluating studies that contain numerous pass grades may include: 1) contacting the institution of study to see if an academic record book is available and confirming whether particular courses have letter grades or are graded on a pass/fail basis,  2) including a note stating the GPA should not be a student’s sole performance indicator, and 3) excluding pass grades altogether.

III. France: Conceded passes

The French education system follows a grading scale of 1-20, with 20 out of 20 being the highest mark possible and 10 out of 20 (50%) being the threshold for passing. This grading system applies to secondary and postsecondary studies in France and countries following the Francophone education system. A significant feature of the French grading system is the conceded pass, which is awarded as a concession based on a student’s average performance across all subjects taken in a single term or academic year.

When a student achieves an average grade of 50% (10 out of 20) or higher for an academic term, any subjects with grades below 50% are considered “conceded passes,” meaning the student is allowed to progress to the next academic term without repeating courses. When calculating a US GPA equivalency, this typically means that any individual course below 50% becomes a passing grade, if the student has an average of 50% or higher for the year.

Fig. G. Only one subject score is below 10/20 and the student is granted all 30 credits for the term.

Depending on how many conceded passes a student has on their record, this can significantly impact the overall GPA calculation. In Figure G, the student has only one conceded pass; the grade of 9.55/20 is a failing mark on its own, but the average score for the term is well over 10/20, so the student is granted credit for the course and is considered to have passed the entire term. If the failed subject were factored into the US GPA calculation as an F, it wouldn’t impact the GPA significantly, but it may impact whether U.S. schools and licensing boards recognize the subject for credit.

However, in some instances a student may not achieve an average score of 10/20. When the average is below the passing threshold, the student may have to repeat all or some of the failed courses until the average reaches at least 10/20.

Fig. H. The student’s averages for the semester and the year are below 10/20. The student must repeat enough of the coursework to bring the average to at least 10/20 to earn credit for the year.

In Figure H, the student’s average grade for the third year was below 50% in both semesters, and the student was required to repeat the year of study. Once the third year was repeated and passed successfully, the overall score for the degree was 10 out of 20 (meeting the 50% pass threshold). The student passed the program and was granted full credit for every course, even those with individual subject marks still below 10 out of 20. If the raw scores were used and individually failed subjects were equated to F grades, the student’s overall GPA would be 1.90 on a US scale. When the individually failed subjects are converted to pass (P) instead, the US GPA equivalent becomes 2.56, and this significantly higher GPA may skew a reader’s understanding of the student’s overall academic performance.

Most programs in France and Francophone education are heavily focused on the major.  Some programs may include general education subjects in the earlier years, but students generally start their major-specific coursework in the very first year of study. This is important to note because it means that students may hypothetically “fail” individual subjects related to their majors, but they will be granted course credit and allowed to continue to the next level of education if their average scores for all classes are 50% or higher. This is relevant when students are attempting to transfer coursework to U.S. colleges or have their coursework validated for professional licensure requiring specific coursework, as these situations often require specific courses to be passed with a certain grade (such as earning at least a C) to be considered for such purposes.

With these variations in mind, IERF generally considers the intent and authority of the originating institution when interpreting pass grades. For example, when a French school or examination board determines that a subject has been successfully completed and awards the final degree without requiring a retake, the course may be reported as passed (P). This approach reflects an effort to align with the source institution’s academic judgment while maintaining transparency in reporting. At the same time, it is recognized that such treatment may influence how overall academic performance is represented in GPA calculations. Alternative interpretations may exist, and practices can differ among evaluation bodies depending on policy frameworks and intended use of the evaluation. In cases where credit is awarded by the home institution—even if the pass is granted by concession—IERF may recommend recognizing that credit, while leaving decisions about transferability or applicability to the receiving institution or licensing authority. When conceded passes meaningfully affect the GPA or academic profile, explanatory notes are typically included to provide context and support informed interpretation by report users.

Conclusion It’s important to approach each evaluation with a nuanced understanding of the overall education and grading system applicable to the credential. As each country’s pass scheme is different, this issue will require unique solutions built upon best practice methodologies, with satisfactory results for both clients and evaluation agencies. By examining different international examples and sharing selected considerations, including those used by IERF, this article aims to highlight both the complexity and flexibility involved in working with pass grades. Ultimately, thoughtful interpretation and clear communication are key to producing evaluations that are both accurate and useful to their intended audience. We hope this article has given you some food for thought regarding pass grades and how they impact not only the GPA, but the overall evaluation process and final report.