arXiv — NLP / Computation & Language · · 4 min read

SAGE-OPD: Selective Agent-Guided Intervention for Multi-Turn On-Policy Distillation

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Computer Science > Computation and Language

arXiv:2606.19659 (cs)
[Submitted on 17 Jun 2026]

Title:SAGE-OPD: Selective Agent-Guided Intervention for Multi-Turn On-Policy Distillation

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Abstract:On-policy distillation (OPD) improves student models by training them on trajectories induced by their own policy, making it a promising approach for mitigating exposure bias in agent training. However, most OPD studies focus on single-turn settings, while realistic LLM agents interact with environments over multiple turns. In this regime, early errors can alter future observations and compound across the trajectory, and standard dense token-level OPD becomes brittle, as it may over-penalize semantically valid alternatives, reinforce local degeneracies such as repeated actions, and propagate unreliable teacher supervision on off-distribution histories. We propose SAGE-OPD, a verifier-free selective intervention framework specifically designed for multi-turn OPD. Instead of applying teacher supervision uniformly across all turns, SAGE-OPD first observes environment feedback and uses teacher judgment to decide whether each student response should be skipped or intervened on. To further address compounding errors, SAGE-OPD weights token-level distillation by teacher confidence, reducing the influence of uncertain teacher distributions on corrupted or ambiguous histories. Finally, SAGE-OPD applies loss normalization to preserve the overall loss scale of standard OPD while retaining selective turn-level weighting. Experiments on agent tasks show that SAGE-OPD consistently improves over baselines, achieving up to a 13.3% relative improvement in ALFWorld unseen success rate over standard OPD. Ablation studies further demonstrate that turn-level intervention, teacher confidence weighting, and loss normalization provide complementary benefits. Our results suggest that effective multi-turn OPD should remain on-policy, but teacher supervision should be selectively allocated to turns where intervention is necessary and reliable.
Comments: 21 pages, 3 figures
Subjects: Computation and Language (cs.CL)
Cite as: arXiv:2606.19659 [cs.CL]
  (or arXiv:2606.19659v1 [cs.CL] for this version)
  https://doi.org/10.48550/arXiv.2606.19659
arXiv-issued DOI via DataCite (pending registration)

Submission history

From: Yuhang Zhou [view email]
[v1] Wed, 17 Jun 2026 23:58:14 UTC (757 KB)
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