Zhifang Sui
Publications
Claw-Eval: Toward Trustworthy Evaluation of Autonomous Agents
Large language models are increasingly deployed as autonomous agents executing multi-step workflows in real-world software environments. However, existing agent benchmarks suffer from three critical limitations: (1) trajectory-opaque grading that checks only final outputs, (2) underspecified safety and robustness evaluation, and (3) narrow modality coverage and interaction paradigms. We introduce Claw-Eval, an end-to-end evaluation suite addressing all three gaps. It comprises 300 human-verified tasks spanning 9 categories across three groups (general service orchestration, multimodal perception and generation, and multi-turn professional dialogue). Every agent action is recorded through three independent evidence channels (execution traces, audit logs, and environment snapshots), enabling trajectory-aware grading over 2,159 fine-grained rubric items. The scoring protocol evaluates Completion, Safety, and Robustness, reporting Average Score, Pass@k, and Pass^k across three trials to distinguish genuine capability from lucky outcomes. Experiments on 14 frontier models reveal that: (1) trajectory-opaque evaluation is systematically unreliable, missing 44% of safety violations and 13% of robustness failures that our hybrid pipeline catches; (2) controlled error injection primarily degrades consistency rather than peak capability, with Pass^3 dropping up to 24% while Pass@3 remains stable; (3) multimodal performance varies sharply, with most models performing poorer on video than on document or image, and no single model dominating across all modalities. Beyond benchmarking, Claw-Eval highlights actionable directions for agent development, shedding light on what it takes to build agents that are not only capable but reliably deployable.
Decoding in Geometry: Alleviating Embedding-Space Crowding for Complex Reasoning
Sampling-based decoding underlies complex reasoning in large language models (LLMs), where decoding strategies critically shape model behavior. Temperature- and truncation-based methods reshape the next-token distribution through global probability reweighting or thresholding to balance the quality-diversity tradeoff. However, they operate solely on token probabilities, ignoring fine-grained relationships among tokens in the embedding space. We uncover a novel phenomenon, embedding-space crowding, where the next-token distribution concentrates its probability mass on geometrically close tokens in the embedding space. We quantify crowding at multiple granularities and find a statistical association with reasoning success in mathematical problem solving. Motivated by this finding, we propose CraEG, a plug-and-play sampling method that mitigates crowding through geometry-guided reweighting. CraEG is training-free, single-pass, and compatible with standard sampling strategies. Experiments on multiple models and benchmarks demonstrate improved generation performance, with gains in robustness and diversity metrics.
TeachBench: A Syllabus-Grounded Framework for Evaluating Teaching Ability in Large Language Models
Large language models (LLMs) show promise as teaching assistants, yet their teaching capability remains insufficiently evaluated. Existing benchmarks mainly focus on problem-solving or problem-level guidance, leaving knowledge-centered teaching underexplored. We propose a syllabus-grounded evaluation framework that measures LLM teaching capability via student performance improvement after multi-turn instruction. By restricting teacher agents to structured knowledge points and example problems, the framework avoids information leakage and enables reuse of existing benchmarks. We instantiate the framework on Gaokao data across multiple subjects. Experiments reveal substantial variation in teaching effectiveness across models and domains: some models perform well in mathematics, while teaching remains challenging in physics and chemistry. We also find that incorporating example problems does not necessarily improve teaching, as models often shift toward example-specific error correction. Overall, our results highlight teaching ability as a distinct and measurable dimension of LLM behavior.