Multi-modal Large Language Models (MLLMs) have made substantial advances on benchmarks, yet their real-world effectiveness remains uncertain. This gap stems from the fundamental misalignment between benchmarks in controlled, static settings and the dynamic, interactive, and contextualized nature of real-world applications. To bridge this gap, we propose CEDI (Contextualized Evaluations of MLLMs through Dynamic, multi-round Interactions), a framework that recasts evaluation as a three-party interaction between an evaluatee model, an automated examiner, and a grader. The examiner conducts multi-turn, semi-structured conversation guided by a graph-based representation of the task. By navigating state-space transitions, CEDI deploys diverse strategies, from clarification requests to adversarial probes, to elicit performance evidence. We apply CEDI to visual hallucinations. Empirical results across multiple models, diverse settings, datasets, and domains show that contextualized, interactive evaluations reveal not only significantly more hallucinations than conventional static evaluation but also ones that more closely resemble those arising in practical use cases. We further show that hallucinations often accumulate over long contexts, through self-reinforcing dialogue history, and models are particularly vulnerable to questions requiring premise rejection or refusal. Together, these findings highlight CEDI as a step toward realistic, systematic, and ecologically valid assessments of MLLMs'capabilities. Code is available at github.com/williamium3000/cedi.
Yijiang Li, Huiqi Zou, Bingyang Wang et al.· 0 citations
Visual on-policy distillation relies heavily on an informative teacher-student asymmetry, through either a larger, stronger teacher or privileged supervision, such as reference answers or ground-truth regions of interest. This raises a fundamental question: where can informative asymmetry come from when nothing privileged is available? We answer this by inverting where the asymmetry comes from. Rather than adding privileged information to the teacher, we subtract information from the student. This asymmetry creates the same effective learning signal for free as a teacher with access to information unavailable to the student, without ground-truth annotations, rewards, or a separate stronger teacher model. Building on this principle, we introduce Self-Supervised Visual On-Policy Distillation (S$^2$VOPD), a simple yet effective method that constructs on-policy learning signals from asymmetric augmented views. S$^2$VOPD distills the teacher's distribution conditioned on the original image on-policy into the student distribution conditioned on a strongly augmented view of the same image. We systematically explore a broad design space of visual augmentations and uncover that (1) asymmetry matters: all four augmentation families improve performance, while symmetric self-distillation degrades it; (2) strength matters: performance peaks at a moderate strength; and (3) the gap must remain task-consistent: augmentations that completely remove the question-relevant evidence can induce large but uninformative discrepancies. Across six fine-grained perception benchmarks, S$^2$VOPD improves Qwen3.5-4B from 70.7% to 77.4%, above all open-source models compared, up to Qwen3-VL at 235B, and surpasses GPT-5.4. While holding training data the same, it recovers 96% of the improvement achieved by methods with privileged information. Website is at https://williamium3000.github.io/s2vopd
Yijiang Li, Yijun Liang, Yunjie Tian et al.· 0 citations
U-OPSD first samples multiple rollouts and constructs a pseudo solution by majority vote under a self-consistency threshold, and conditions the model's distribution on the pseudo-solution and distills itself on the disagreeing completions, allowing the model to correct itself precisely where it is confidently wrong.
Yijiang Li, Bingyang Wang, Yijun Liang et al.· 1 citation