Ido Hakimi

Matthias Otth, Jonas Hübotter, Ido Hakimi et al.

Recent work has shown that language models can self-improve by maximizing their own confidence in their predictions, without relying on external verifiers or reward signals. In this work, we study the test-time scaling of language models for mathematical reasoning tasks, where the model's own confidence is used to select the most promising attempts. Surprisingly, we find that we can achieve significant performance gains by continuing only the most promising attempt, selected by the model's prefix-confidence. We systematically evaluate prefix-confidence scaling on five mathematical reasoning datasets: the school-level GSM8K and MATH500, and the competition-level AMC23, AIME24, and AIME25. We find that prefix-confidence scaling with prefixes of only 32 tokens achieves a better accuracy-compute trade-off than majority voting. Moreover, prefix-confidence scaling appears less susceptible than BoN to length biases. Finally, we also evaluate test-time training with prefix-confidence and find that, while outperforming the base model, it does not improve over prefix-confidence scaling.

David Dinucu-Jianu, Jakub Macina, Nico Daheim et al. · eth-zurich

Large language models (LLMs) can transform education, but their optimization for direct question-answering often undermines effective pedagogy which requires strategically withholding answers. To mitigate this, we propose an online reinforcement learning (RL)-based alignment framework that can quickly adapt LLMs into effective tutors using simulated student-tutor interactions by emphasizing pedagogical quality and guided problem-solving over simply giving away answers. We use our method to train a 7B parameter tutor model without human annotations which reaches similar performance to larger proprietary models like LearnLM. We introduce a controllable reward weighting to balance pedagogical support and student solving accuracy, allowing us to trace the Pareto frontier between these two objectives. Our models better preserve reasoning capabilities than single-turn SFT baselines and can optionally enhance interpretability through thinking tags that expose the model's instructional planning.

Jonas Hübotter, Leander Diaz-Bone, Ido Hakimi et al.

Humans are good at learning on the job: We learn how to solve the tasks we face as we go along. Can a model do the same? We propose an agent that assembles a task-specific curriculum, called test-time curriculum (TTC-RL), and applies reinforcement learning to continue training the model for its target task. The test-time curriculum avoids time-consuming human curation of datasets by automatically selecting the most task-relevant data from a large pool of available training data. Our experiments demonstrate that reinforcement learning on a test-time curriculum consistently improves the model on its target tasks, across a variety of evaluations and models. Notably, on challenging math and coding benchmarks, TTC-RL improves the pass@1 of Qwen3-8B by approximately 1.8x on AIME25 and 2.1x on CodeElo. Moreover, we find that TTC-RL significantly raises the performance ceiling compared to the initial model, increasing pass@8 on AIME25 from 40% to 62% and on CodeElo from 28% to 43%. Our findings show the potential of test-time curricula in extending the test-time scaling paradigm to continual training on thousands of task-relevant experiences during test-time.