LLM tutoring poses a measurement problem: can a general-purpose helpfulness rubric distinguish direct answer-giving from pedagogical guidance? We audit this signal in a pre-registered study.
Summary generated by The Flow from the publisher's feed. The full article lives at Hugging Face Trending Papers.
arXiv:2607. 28639v1 Announce Type: cross Abstract: We show that knowledge distillation in small instruction-tuned language models has asymmetric effects on bias.
arXiv:2608. 11922v1 Announce Type: cross Abstract: Predictive-distribution entropy makes a strong selection rule in retrieval-augmented question answering: across five QA benchmarks, keeping the candidate answer that a frozen respondent LLM produces with the lowest answer-token entropy lifts mean answer $F_1$ from 0.
arXiv:2606. 16206v1 Announce Type: new Abstract: Large language models are increasingly proposed as educational tutors, yet stronger task-solving ability does not necessarily imply stronger learning support.
arXiv:2606. 15127v1 Announce Type: new Abstract: Reasoning models are increasingly used in settings where the final answer is not the only object of review: educational tools may show students intermediate steps, decision-support systems may require human oversight, and audit workflows may inspect traces for misleading or biased input.
arXiv:2607. 04572v1 Announce Type: new Abstract: Large language model (LLM) tutors often produce fluent step-by-step explanations, but a correct and pedagogically formatted response does not guarantee that the answer was derived from the student-facing problem.
arXiv:2607. 14707v1 Announce Type: cross Abstract: Large language models routinely produce fluent answers to single-shot prompts, yet deploying them as reliable components of a domain decision system is substantially harder.