Critique-RL: Training Critiquing Language Models Through Two-Stage RL for Improved Discrimination and Constructive Feedback

ICLR 2026 Conference Submission20154 Authors

Keywords: large language model, Critique models, LLM reasoning

TL;DR: We propose Critique-RL, an online RL framework for developing critique models without stronger supervision, improving both the discriminability and helpfulness of critiques through a two-stage optimization strategy.

Abstract: Training critiquing language models to assess and provide feedback on model outputs is a promising way to improve LLMs for complex reasoning tasks. However, existing approaches typically rely on stronger supervisors for annotating critique data. To address this, we propose Critique-RL, an online RL approach for developing critiquing language models without stronger supervision. Our approach operates on a two-player paradigm: the actor generates a response, the critic provides feedback, and the actor refines the response accordingly. We first reveal that relying solely on indirect reward signals from the actor’s outputs for RL optimization often leads to unsatisfactory critics: while their helpfulness (i.e., providing constructive feedback) improves, the discriminability (i.e., determining whether a response is high-quality or not) remains poor, resulting in marginal performance gains. To overcome this, Critique-RL adopts a two-stage optimization strategy. In stage I, it reinforces the discriminability of the critic with direct rule-based reward signals; in stage II, it introduces indirect rewards based on actor refinement to improve the critic's helpfulness, while maintaining its discriminability via appropriate regularization. Extensive experiments across various tasks and models show that Critique-RL delivers substantial performance improvements. For example, it achieves a $9.02\%$ gain on in-domain tasks and a $5.70\%$ gain on out-of-domain tasks for Qwen2.5-7B, highlighting its potential.

Primary Area: applications to computer vision, audio, language, and other modalities

Submission Number: 20154