EduClaw-Bench: A Long-Horizon Benchmark for Pedagogical LLM Agents with Simulated Learners

Large language models (LLMs) power educational applications from tutoring to essay scoring, but each is a point solution to a single task, and only recently have these point solutions been integrated into agents operating over a learning management system (LMS). Yet tutoring is long-horizon, since a learner improves over days and weeks rather than in a single turn, and no benchmark evaluates an agent tutor across a sustained relationship. We introduce EduClaw-Bench, a benchmark that places an agent tutor in a continuous 30-day relationship with a simulated learner grounded in knowledge tracing (KT), whose knowledge-concept mastery, from a KT model trained on real-student data, drives its answers and is probed for learning gain across 55 scenarios. Each agent is scored on three primary axes (learning gain, responsiveness, and helpfulness) and two curriculum-design axes (Gagné and Rosenshine), with helpfulness and the curriculum axes judged by a cross-family panel of three LLM judges. Evaluating 10 agent adapters over three base-model tiers yields two findings that single-tier, single-session evaluation cannot reach. First, tutoring quality belongs to the base model and the agent harness together rather than either alone. Second, almost no combination sustains good tutoring over the full horizon. A calibration check ($\text{ECE}=0.049$) and a live-classroom field study confirm that the simulated learner and its measurements track reality. Our work is a step toward trustworthy AI tutors for future education.

Not the Dimension, the Norm: What Matters in Gradient-Free Weight Perturbation of Language Models

Adapting a language model to a task no longer requires training all of its weights, and a line of parameter-efficient methods has driven the trainable count from billions down to a handful of scalars. Gradient-free adaptation, which samples random weight perturbations and keeps the ones that score well, has not followed that trajectory and still perturbs every entry of the weight tensor. It is unknown whether that full-weight search is necessary, and more fundamentally which property of a perturbation makes it work at all, because existing methods vary the search space, the perturbation scale, and the aggregation together. We resolve this by intervening on one factor at a time inside a fixed pipeline, holding candidate scoring and voting constant while we vary the search dimension, the subspace that carries the perturbation, and its norm. Perturbing a frozen frame of 12 to 16 scalars stays 1.8 accuracy points behind full-weight search on average across 49 model-benchmark cells, trailing it in 36 of them. Neither the dimension nor the choice of basis explains that performance. A random frame whose Grassmann overlap with the SVD frame is at chance level performs identically once a single scale factor is matched, and at large scales the SVD directions collapse first. What survives is the perturbation norm, whose usable range closes within a factor of five across seven models and stays flat inside. The perturbation norm is therefore the one factor with a failure mode, and its safe region transfers across scale and family. The design question narrows from which subspace to perturb to how hard to shake.

TeachObs: A Human-Validated Benchmark for Multimodal Teaching Observation and Model Evaluation

Classroom videos contain observable teaching practices, but their pedagogical and visual signals are rarely organized in forms suitable for model evaluation. We present \textit{TeachObs}, a human-validated benchmark for multimodal teaching observation in classroom videos. \textit{TeachObs} includes 30 public lesson videos from eight countries divided into 5,158 fixed 15-second scenes. Seven researchers annotated each scene with 39 binary observation codes, covering 20 visual codes, such as gesture, board work, pointing, and visual materials, and 19 nonvisual codes, such as instruction, monitoring, questioning, feedback, and reflection. Gold segment labels are constructed using reliability- and prevalence-aware rules based on Krippendorff's alpha. In addition to segment-level labels, three expert raters produced lesson-level ratings and qualitative evaluations of instructional design, instructional delivery, learner response, learning materials, and lesson closure across the 30 lessons, with rater coverage detailed in the body. Using these two human reference layers, we evaluate five vision-capable frontier LLMs across three tracks - text-only segment coding, text + frame segment coding, and lesson-level coverage scored under an LLM-as-judge protocol - and find that no single model consistently outperforms others across all three tracks, that adding a mid-frame inflates both true and false attributions per scene, and that model evaluations over-rate procedurally clear lessons relative to expert raters. \textit{TeachObs} therefore supports both fine-grained annotation benchmarking and whole-lesson evaluation, showing where AI systems can assist classroom video analysis and where expert judgment remains necessary across varied subjects, classroom formats, and annotation difficulty levels.

BuddyBench: A Privacy-Constrained Multi-Task Benchmark for Pediatric Social-Communication Personalization

BuddyBench introduces a privacy-constrained multi-task benchmark for pediatric social-communication personalization. Unlike existing neurodevelopmental repositories that primarily emphasize imaging, genetics, or cross-sectional clinical phenotyping, BuddyBench links drill-level learning trajectories, standardized clinical assessments, BuddyPlan self-report, and randomized-treatment endpoints within a unified benchmark schema. BuddyBench combines two cohorts: ND-03 is an observational cohort with dense drill coverage for Tasks1-2 (n = 189), and ND-02 is a randomized controlled trial cohort for Tasks3-4 (n = 86 ITT). Together, they support knowledge tracing, next-drill recommendation, clinical prediction, and causal inference, linking behavioral personalization to clinical evaluation. We additionally introduce BuddyBench-Sim, a synthetic companion dataset for reproducible evaluation. Baselines show signal across tasks while keeping pediatric clinical records protected.

Are Video Models Zero-Shot Learners and Reasoners in Education? EduVideoBench, A Knowledge-Skills-Attitude Benchmark for Educational Video Generation

Video generation models (VGMs) are rapidly entering classrooms, yet existing benchmarks evaluate only perceptual quality, intrinsic faithfulness, generic safety, or video as a reasoning medium, and none assesses whether the outputs are educationally valid. In this work, we present EduVideoBench, the first balanced benchmark in the education domain, grounded in the Knowledge-Skills-Attitude (KSA) framework so that pedagogical adequacy and educational safety are evaluated jointly rather than as ad-hoc quality dimensions. Across five frontier VGMs, our results show substantial room for improvement across knowledge, skills, and attitude before they are classroom-ready. We complement this with a qualitative analysis of expert comments, finding that educational validity is multi-component, where a single misaligned element such as pacing, legibility, or notation can invalidate an otherwise correct video. We hope EduVideoBench will guide the development of VGMs that are pedagogically grounded and safe for the classroom.

LLMs Are Already Good Tutors: Training-Free Prompt Optimization for Pedagogical Math Tutoring

Aligning LLMs for math tutoring typically requires RL-based training with multi-GPU infrastructure. We investigate whether training-free prompt optimization-evolving only the system prompt via API calls-can serve as a practical alternative. We adapt 7 published methods and propose 5 education-specialized methods, evaluating these 12 methods under 5 conditions on 2 OOD benchmark suites. All 12 best-per-method configurations surpass the strongest RL-trained baseline (R_total = 0.633), and our ParetoGrad achieves the best Pareto balance across post-test solve rate, leak control, and helpfulness, rather than dominating any single component. Behavioral analysis with an 82-code educational codebook reveals that training-free methods rely on teaching-knowledge patterns at 2-3x the rate of RL-trained models, with a compensating ~10 percentage-point reduction in intent-level scaffolding. We also find a task-dependent reasoning mode effect consistent across training-free and RL-based paradigms. Our approach enables efficient development of pedagogically aligned LLM tutors with prompts alone and minimal compute.

ISD-Agent-Bench: A Comprehensive Benchmark for Evaluating LLM-based Instructional Design Agents

Large Language Model (LLM) agents have shown promising potential in automating Instructional Systems Design (ISD), a systematic approach to developing educational programs. However, evaluating these agents remains challenging due to the lack of standardized benchmarks and the risk of LLM-as-judge bias. We present ISD-Agent-Bench, a comprehensive benchmark comprising 25,795 scenarios generated via a Context Matrix framework that combines 51 contextual variables across 5 categories with 33 ISD sub-steps derived from the ADDIE model. To ensure evaluation reliability, we employ a multi-judge protocol using diverse LLMs from different providers, achieving high inter-judge reliability. We compare existing ISD agents with novel agents grounded in classical ISD theories such as ADDIE, Dick \& Carey, and Rapid Prototyping ISD. Experiments on 1,017 test scenarios demonstrate that integrating classical ISD frameworks with modern ReAct-style reasoning achieves the highest performance, outperforming both pure theory-based agents and technique-only approaches. Further analysis reveals that theoretical quality strongly correlates with benchmark performance, with theory-based agents showing significant advantages in problem-centered design and objective-assessment alignment. Our work provides a foundation for systematic LLM-based ISD research.

Rewarding How Models Think Pedagogically: Integrating Pedagogical Reasoning and Thinking Rewards for LLMs in Education

Large language models (LLMs) are increasingly deployed as intelligent tutoring systems, yet research on optimizing LLMs specifically for educational contexts remains limited. Recent works have proposed reinforcement learning approaches for training LLM tutors, but these methods focus solely on optimizing visible responses while neglecting the model's internal thinking process. We introduce PedagogicalRL-Thinking, a framework that extends pedagogical alignment to reasoning LLMs in education through two novel approaches: (1) Pedagogical Reasoning Prompting, which guides internal reasoning using domain-specific educational theory rather than generic instructions; and (2) Thinking Reward, which explicitly evaluates and reinforces the pedagogical quality of the model's reasoning traces. Our experiments reveal that domain-specific, theory-grounded prompting outperforms generic prompting, and that Thinking Reward is most effective when combined with pedagogical prompting. Furthermore, models trained only on mathematics tutoring dialogues show improved performance on educational benchmarks not seen during training, while preserving the base model's factual knowledge. Our quantitative and qualitative analyses reveal that pedagogical thinking reward produces systematic reasoning trace changes, with increased pedagogical reasoning and more structured instructional decision-making in the tutor's thinking process.

Pedagogical Alignment for Vision-Language-Action Models: A Comprehensive Framework for Data, Architecture, and Evaluation in Education

Science demonstrations are important for effective STEM education, yet teachers face challenges in conducting them safely and consistently across multiple occasions, where robotics can be helpful. However, current Vision-Language-Action (VLA) models require substantial computational resources and sacrifice language generation capabilities to maximize efficiency, making them unsuitable for resource-constrained educational settings that require interpretable, explanation-generating systems. We present \textit{Pedagogical VLA Framework}, a framework that applies pedagogical alignment to lightweight VLA models through four components: text healing to restore language generation capabilities, large language model (LLM) distillation to transfer pedagogical knowledge, safety training for educational environments, and pedagogical evaluation adjusted to science education contexts. We evaluate Pedagogical VLA Framework across five science demonstrations spanning physics, chemistry, biology, and earth science, using an evaluation framework developed in collaboration with science education experts. Our evaluation assesses both task performance (success rate, protocol compliance, efficiency, safety) and pedagogical quality through teacher surveys and LLM-as-Judge assessment. We additionally provide qualitative analysis of generated texts. Experimental results demonstrate that Pedagogical VLA Framework achieves comparable task performance to baseline models while producing contextually appropriate educational explanations.

OpenLearnLM Benchmark: A Unified Framework for Evaluating Knowledge, Skill, and Attitude in Educational Large Language Models

Large Language Models are increasingly deployed as educational tools, yet existing benchmarks focus on narrow skills and lack grounding in learning sciences. We introduce OpenLearnLM Benchmark, a theory-grounded framework evaluating LLMs across three dimensions derived from educational assessment theory: Knowledge (curriculum-aligned content and pedagogical understanding), Skills (scenario-based competencies organized through a four-level center-role-scenario-subscenario hierarchy), and Attitude (alignment consistency and deception resistance). Our benchmark comprises 124K+ items spanning multiple subjects, educational roles, and difficulty levels based on Bloom's taxonomy. The Knowledge domain prioritizes authentic assessment items from established benchmarks, while the Attitude domain adapts Anthropic's Alignment Faking methodology to detect behavioral inconsistency under varying monitoring conditions. Evaluation of seven frontier models reveals distinct capability profiles: Claude-Opus-4.5 excels in practical skills despite lower content knowledge, while Grok-4.1-fast leads in knowledge but shows alignment concerns. Notably, no single model dominates all dimensions, validating the necessity of multi-axis evaluation. OpenLearnLM provides an open, comprehensive framework for advancing LLM readiness in authentic educational contexts.