Jayeon Park

Xingang Guo, Utkarsh Tyagi, Advait Gosai et al.

Multimodal Large Language Models (MLLMs) are increasingly applied in real-world scenarios where user-provided images are often imperfect, requiring active image manipulations such as cropping, editing, or enhancement to uncover salient visual cues. Beyond static visual perception, MLLMs must also think with images: dynamically transforming visual content and integrating it with other tools to solve complex tasks. However, this shift from treating vision as passive context to a manipulable cognitive workspace remains underexplored. Most existing benchmarks still follow a think about images paradigm, where images are regarded as static inputs. To address this gap, we introduce VisualToolBench, a visual tool-use reasoning benchmark that rigorously evaluates MLLMs' ability to perceive, transform, and reason across complex visual-textual tasks under the think-with-images paradigm. VisualToolBench comprises 1,204 challenging, open-ended vision tasks (603 single-turn, 601 multi-turn) spanning across five diverse domains, each paired with detailed rubrics to enable systematic evaluation. Our evaluation shows that current MLLMs struggle with tasks requiring effective integration of vision and general-purpose tools. Even the strongest model (GPT-5-think) reaches only 18.68% pass rate. We further observe divergent tool-use behaviors, with OpenAI models benefiting from diverse image manipulations while Gemini-2.5-pro shows no improvement. By introducing the first benchmark centered on think with images, VisualToolBench offers critical insights for advancing visual intelligence in MLLMs.

Rakshith S Srinivasa, Zora Che, Chen Bo Calvin Zhang et al.

As students increasingly adopt large language models (LLMs) as learning aids, it is crucial to build models that are adept at handling the nuances of tutoring: they need to identify the core needs of students, be adaptive, provide personalized guidance, and be accurate. To this end, we introduce TutorBench, a dataset and evaluation benchmark designed to rigorously evaluate the core tutoring skills of LLMs. The dataset comprises 1,490 samples curated by human experts, focused on high-school and AP-level curricula. The samples are drawn from three common tutoring tasks: (i) generating adaptive explanations tailored to a student's confusion, (ii) providing actionable feedback on a student's work, and (iii) promoting active learning through effective hint generation. To account for the inherent complexity of tutoring, samples are accompanied by sample-specific rubrics which are used to judge model responses during evaluation. TutorBench uses a reliable and fine-grained automatic evaluation method that uses an LLM-judge and the sample-specific rubrics. We evaluate 16 frontier LLMs on TutorBench and present a detailed analysis of their performance and behavior. Our results show that none of the frontier LLMs achieve a score of greater than $56\%$, showing a large room for improvement. We find that LLMs fall short in exhibiting the full range of tutoring skills needed to guide, diagnose, and support students effectively, with all the frontier models achieving less than a $60\%$ pass rate on rubric criteria related to these skills. We also find that different model families exhibit varied strengths and limitations: the Claude models outperform others in supporting active learning, while they lag behind in the other two use cases. By releasing TutorBench, we provide a comprehensive and unsaturated benchmark to guide the development of the next-generation of AI tutors.