Evaluating the pedagogical capabilities of AI-based tutoring models is critical for making guided progress in the field. Yet, we lack a reliable, easy-to-use, and simple-to-run evaluation that reflects the pedagogical abilities of models. To fill this gap, we present MathTutorBench, an open-source benchmark for holistic tutoring model evaluation. MathTutorBench contains a collection of datasets and metrics that broadly cover tutor abilities as defined by learning sciences research in dialog-based teaching. To score the pedagogical quality of open-ended teacher responses, we train a reward model and show it can discriminate expert from novice teacher responses with high accuracy. We evaluate a wide set of closed- and open-weight models on MathTutorBench and find that subject expertise, indicated by solving ability, does not immediately translate to good teaching. Rather, pedagogy and subject expertise appear to form a trade-off that is navigated by the degree of tutoring specialization of the model. Furthermore, tutoring appears to become more challenging in longer dialogs, where simpler questioning strategies begin to fail. We release the benchmark, code, and leaderboard openly to enable rapid benchmarking of future models.

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.

One of the exciting capabilities of recent language models for dialog is their ability to independently search for relevant information to ground a given dialog response. However, obtaining training data to teach models how to issue search queries is time and resource consuming. In this work, we propose q2d: an automatic data generation pipeline that generates information-seeking dialogs from questions. We prompt a large language model (PaLM) to create conversational versions of question answering datasets, and use it to improve query generation models that communicate with external search APIs to ground dialog responses. Unlike previous approaches which relied on human written dialogs with search queries, our method allows to automatically generate query-based grounded dialogs with better control and scale. Our experiments demonstrate that: (1) For query generation on the QReCC dataset, models trained on our synthetically-generated data achieve 90%-97% of the performance of models trained on the human-generated data; (2) We can successfully generate data for training dialog models in new domains without any existing dialog data as demonstrated on the multi-hop MuSiQue and Bamboogle QA datasets. (3) We perform a thorough analysis of the generated dialogs showing that humans find them of high quality and struggle to distinguish them from human-written dialogs.