When Does Verification Pay Off? A Closer Look at LLMs as Solution Verifiers
Bibliographic record
Abstract
Large language models (LLMs) can act as both problem solvers and solution verifiers, where the latter select high-quality answers from a pool of solver-generated candidates. This raises the question of under what conditions verification pays off in solver-verifier systems. Prior work has conducted only limited studies of the factors influencing verification performance, focusing primarily on self-verification and examining neither the relationship between solver and verifier model families nor the effects of reasoning post-training. To rectify this, we present a systematic study across 37 models spanning multiple families, sizes, and base vs. post-trained variants, evaluated on 9 benchmarks covering logical reasoning, structured puzzles, symbolic computation, mathematics, commonsense, factual recall, and domain knowledge. In order to support our analysis, we introduce and empirically validate verifier gain, a metric that predicts the performance improvements from test-time verifier-based rejection sampling. Our experiments find that 1) verification across model families is more effective than either self-verification or verification within the same family, and more generally that the benefits of verification decrease as the solver and verifier become more similar, 2) reasoning post-training weakens self-improvement abilities but strengthens cross-family improvement, and 3) some tasks are inherently more amenable to improvement through verification, particularly mathematical and logical tasks.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.005 | 0.002 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.002 | 0.001 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.002 | 0.001 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.004 | 0.005 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.017 | 0.013 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; both teacher heads agree on what is shown here.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".