Why grades should be replaced with a pass/fail system

My first few months studying abroad in Sweden have highlighted the many different ways of assessing work in higher education, with the UK diverging significantly from much of the globe. Having completed several assignments at the University of Gothenburg, it is clear that the pass/fail system is much more beneficial than what we are used to back home – not only does it foster a deeper understanding of the taught content and encourage group collaboration, but it creates a genuine interest in learning. The UK’s rigid grading system could, arguably, improve significantly by adopting elements from Sweden’s pass/fail assessment framework, allowing students to fully engage with the material rather than increasing stress over chasing unattainable grades.

The UK follows a standard grading system for degree classifications based on the overall percentage achieved. To receive a First-Class Honours, students must achieve 70% or above, 60-70% for an Upper Second-Class Honours, 50-60% for a Lower Second-Class Honours,  and 40-50% for a Third-Class Honours. According to Imperial College London, “it is rare for students to achieve grades higher than 90%,” and as a Warwick Social Sciences student, I can profess to not knowing anyone achieving higher than 85%. But why has this become so common in UK universities?

this shift from individual competition in the UK to collaborative learning in Sweden has made me greatly appreciate the value of shared knowledge

As a person who sits comfortably in the 60-70 range, it feels very backwards to receive a 68% and be told that this is probably the best I am going to achieve. This mentality not only stifles motivation but also undermines the value of learning, fostering a great sense of defeatism among students where there should instead be encouragement. Throughout my whole experience of studying at a UK university, I have constantly been reminded of how difficult it is to reach higher thresholds from professors and fellow students alike. After receiving many essays back, all of which struggle to break into the First-Class category, I am often left questioning my abilities and potential for academic success, something which I’m sure many students relate to.

The UK’s grading system does have its benefits, however. The pressure to achieve high grades can motivate students to work harder and engage deeply with the material. Additionally, the rigorous nature of the grading system can greatly prepare students for postgraduate life, where high levels of performance are expected and are seen as vital for future success. However, Sweden’s pass/fail system has opened my eyes to the possibility that assessment methods can be designed to reduce stress and enhance learning rather than just merely ranking students to compete with other universities. It is clear that the UK needs to start taking notes from Sweden’s educational philosophy.

The most common grading system at university level in Sweden, the one in which I have been following, has a three-point scale: pass with distinction (väl godkänt), pass (godkänt), and fail (underkänt). Having only participated in one group project across my two years of studying at Warwick, I was very surprised to learn that the University of Gothenburg greatly encourages collaborative work amongst students. Having spoken to other students here, this is apparently an integral part of the curriculum in Sweden, as it emphasises the importance of teamwork and collective problem-solving. This shift from individual competition in the UK to collaborative learning in Sweden has made me greatly appreciate the value of shared knowledge.

this approach makes students much more comfortable sharing their ideas and seeking help from teachers as the fear of being judged solely by a numerical score is eliminated

It used to be a firm belief of mine that I was better off working on assignments by myself as I was always in complete control over the pace and direction of my work. However, collaborating with not just students but exchange students has taught me that collaboration can lead to richer insights and deeper connections to the material. I always used to find the thought of writing a 4000-word research paper extremely daunting and stressful, but having other people brainstorm ideas with me has most definitely made the process more manageable and stress-free. This collective effort has not just reduced my anxiety but has also led to a more comprehensive and well-balanced paper being written, something which I wouldn’t have been able to achieve on my own.

It is clear that Sweden’s educational assessment system offers many advantages over the UK’s grading framework. The pass/fail model reduces the emphasis on competition between both students and other universities, and instead prioritises the engagement students have with their coursework. This approach makes students much more comfortable sharing their ideas and seeking help from teachers as the fear of being judged solely by a numerical score is eliminated. The stress that I’ve always associated with striving for high grades has been significantly reduced, replaced by genuine curiosity for the content being covered. This approach has encouraged me to develop my critical thinking skills rather than just pressuring me to achieve high grades, allowing for a comprehensive understanding of the subject matter.

Ultimately, Sweden’s pass/fail system promotes holistic learning which looks beyond just the academic benefits that can be achieved through education. As the UK continues to follow its rigid grading system, it would be extremely beneficial to consider the positive outcomes of Sweden’s approach and prioritise students’ wellbeing over mere academic performance.