Xuyan Ye

Shengda Fan, Xuyan Ye, Yupeng Huo et al.

While Large Language Models (LLMs) have evolved into tool-using agents, they remain brittle in long-horizon interactions. Unlike mathematical reasoning where errors are often rectifiable via backtracking, tool-use failures frequently induce irreversible side effects, making accurate step-level verification critical. However, existing process-level benchmarks are predominantly confined to closed-world mathematical domains, failing to capture the dynamic and open-ended nature of tool execution. To bridge this gap, we introduce AgentProcessBench, the first benchmark dedicated to evaluating step-level effectiveness in realistic, tool-augmented trajectories. The benchmark comprises 1,000 diverse trajectories and 8,509 human-labeled step annotations with 89.1% inter-annotator agreement. It features a ternary labeling scheme to capture exploration and an error propagation rule to reduce labeling ambiguity. Extensive experiments reveal key insights: (1) weaker policy models exhibit inflated ratios of correct steps due to early termination; (2) distinguishing neutral and erroneous actions remains a significant challenge for current models; and (3) process-derived signals provide complementary value to outcome supervision, significantly enhancing test-time scaling. We hope AgentProcessBench can foster future research in reward models and pave the way toward general agents. The code and data are available at https://github.com/RUCBM/AgentProcessBench.

Shengda Fan, Xuyan Ye, Yankai Lin

Self-play with large language models has emerged as a promising paradigm for achieving self-improving artificial intelligence. However, existing self-play frameworks often suffer from optimization instability, due to (i) non-stationary objectives induced by solver-dependent reward feedback for the Questioner, and (ii) bootstrapping errors from self-generated pseudo-labels used to supervise the Solver. To mitigate these challenges, we introduce DARC (Decoupled Asymmetric Reasoning Curriculum), a two-stage framework that stabilizes the self-evolution process. First, we train the Questioner to synthesize difficulty-calibrated questions, conditioned on explicit difficulty levels and external corpora. Second, we train the Solver with an asymmetric self-distillation mechanism, where a document-augmented teacher generates high-quality pseudo-labels to supervise the student Solver that lacks document access. Empirical results demonstrate that DARC is model-agnostic, yielding an average improvement of 10.9 points across nine reasoning benchmarks and three backbone models. Moreover, DARC consistently outperforms all baselines and approaches the performance of fully supervised models without relying on human annotations. The code is available at https://github.com/RUCBM/DARC.

Siqi Zhu, Xuyan Ye, Hongyu Lu et al.

On-policy distillation (OPD) and on-policy self-distillation (OPSD) have emerged as promising post-training methods for large language models, offering dense token-level supervision on trajectories sampled from the model's own policy. However, existing results on their effectiveness remain mixed: while OP(S)D has shown promise in system prompt and knowledge internalization, recent studies also report instability and degradation. In this work, we present a comprehensive empirical study of when OPD and OPSD work, when they fail, and why. We find that OPD on mathematical reasoning is highly sensitive to teacher choice and loss formulation, whereas OPSD fails in our tested settings due to test-time absence of instance-specific privileged information (PI). In contrast, OPSD is effective when PI represents a shared latent rule, such as a system prompt or alignment preference. We identify three failure mechanisms: (1) distribution mismatch between teacher and student caused by conditioning on student-generated prefixes, (2) optimization instability from biased TopK reverse-KL gradients, and (3) an OPSD-specific limitation where the student learns a PI-free policy that aggregates PI-conditioned teachers, which is insufficient when PI is instance-specific. We further show that stop-gradient TopK objectives, RLVR-adapted teachers, and SFT-stabilized students mitigate these failures.