Large language models are increasingly capable of synthesizing executable frontend projects, yet existing benchmarks still treat web generation as a static evaluation problem. We argue that frontend artifacts demand a different paradigm: they are interactive rather than static, admit diverse yet equally valid implementations, and evolve faster than rigid pipelines can accommodate. To address these gaps, we present LiveEvalBench, an automated framework that reformulates web-generation evaluation as an agentic, adaptive, and extensible process. LiveEvalBench instantiates evaluation as a collaborative review workflow, in which a Build Engineer, a Code Engineer, and a UI Tester collectively gather evidence across the full lifecycle of a frontend project, from deployment and code inspection to browser-based interaction. To handle implementation diversity, an adaptive protocol couples shared rubrics for cross-model comparability with implementation-grounded criteria tailored to each artifact. The framework further supports incremental integration of new evaluator roles and assessment dimensions without pipeline redesign. Experiments across diverse real-world web-generation scenarios show that LiveEvalBench aligns closely with human expert judgment and provides fine-grained insights into frontier models'web generation capabilities. Code is available at https://github.com/wyysteelhead/LiveEvalBench
Yiyao Wang, Zhen Wen, Ying Tang et al.· 0 citations
On-policy distillation (OPD) has emerged as a promising post-training technique for enhancing LLM reasoning. It is commonly believed to enable the student model to distill knowledge from a stronger teacher model, thereby expanding capabilities beyond the pre-OPD base model. In this study, we examine this view through the lens of test-time scaling by varying the sampling budget K and evaluating performance with pass@K and avg@K. Specifically, across several OPD variants, we observe that OPD-trained models maintain superior avg@K performance across sampling budgets, while the advantage in pass@K gradually shifts to the pre-OPD base models as K increases. These results suggest that OPD primarily improves sampling efficiency rather than consistently expanding the student's reasoning capability boundary. The pass@K dynamics throughout OPD training further reveal a progressive shift toward stronger small-K performance at the expense of the large-K capability boundary. Furthermore, a problem-level solvability analysis using pass@1024 as the criterion reveals an asymmetry: OPD causes more previously solvable problems to become unsolvable than previously unsolvable problems to become solvable. Together, these findings suggest that, from the perspective of capability expansion, OPD behaves more like an"illusory distillation": its apparent gains arise primarily from improved sampling efficiency rather than from acquiring genuinely new reasoning capabilities from the teacher.
Xinmu Ge, Zizhuo Zhang, Yu Huang et al.· 0 citations