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This research investigates Multi-Teacher On-Policy Distillation (MOPD), analyzing how RL-trained teacher signals influence parameter updates in student models like Qwen3-1.7B. The study reveals that optimization dynamics, such as Adam's first moment and BF16 rounding, significantly dampen raw gradient differences, while averaging strategies directly impact specific task performance metrics like mathematics accuracy. These findings provide critical insights into the mechanics of knowledge transfer within reinforcement learning frameworks for large language models.
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From Gradients to Capabilities: Understanding Multi-Teacher On-Policy Distillation

arXiv2 min de cititArticolul și perspectiva sunt în engleză.

arXiv:2610.02179v1 Announce Type: new Abstract: Multi-teacher on-policy distillation (MOPD) aims to combine the strengths of RL-trained teachers in a single student, but how teacher signals affect parameter changes remains underexplored. We study Qwen3-1.7B with four domain teachers trained with RL from the same initialization as the student, comparing gradients, optimizer updates, and task learning curves, with additional SmolLM3-3B diagnostics. We find that several factors influence teacher signals. First, loss averaging implicitly weights responses: token averaging favors longer responses, and equalizing domain contributions retains this weighting within domains. Second, Adam's first moment reduces differences in parameter updates: the cosine similarity is 0.83 between teachers and 0.96 between averaging rules, despite differences in raw gradients. Third, BF16 rounding hides small changes: about 97\% of FP32 master weights differ from initialization, but only 7--11\% of BF16 weights do. Finally, the top-64 intersection KL gradient closely matches Qwen's full-vocabulary gradient, but the effect on task performance depends on averaging: mathematics accuracy is 2.6 points higher than with sampled-token policy-gradient (PG) under response averaging and 2.1 points lower under global token averaging.

Abstract:Multi-teacher on-policy distillation (MOPD) aims to combine the strengths of RL-trained teachers in a single student, but how teacher signals affect parameter changes remains underexplored. We study Qwen3-1.7B with four domain teachers trained with RL from the same initialization as the student, comparing gradients, optimizer updates, and task learning curves, with additional SmolLM3-3B diagnostics. We find that several factors influence teacher signals. First, loss averaging implicitly weights responses: token averaging favors longer responses, and equalizing domain contributions retains this weighting within domains. Second, Adam's first moment reduces differences in parameter updates: the cosine similarity is 0.83 between teachers and 0.96 between averaging rules, despite differences in raw gradients. Third, BF16 rounding hides small changes: about 97\% of FP32 master weights differ from initialization, but only 7--11\% of BF16 weights do. Finally, the top-64 intersection KL gradient closely matches Qwen's full-vocabulary gradient, but the effect on task performance depends on averaging: mathematics accuracy is 2.6 points higher than with sampled-token policy-gradient (PG) under response averaging and 2.1 points lower under global token averaging.

Machine Learning (cs.LG)

arXiv:2610.02179 [cs.LG]

(or arXiv:2610.02179v1 [cs.LG] for this version)

https://doi.org/10.48550/arXiv.2610.02179 Focus to learn more arXiv-issued DOI via DataCite (pending registration)

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