arXiv:2606.17706v1 Announce Type: cross Abstract: Curriculum learning couples two design choices, how samples are scored by difficulty and how harder samples are paced into training, making it difficult to attribute observed gains to either component. We disentangle these factors with two evaluation protocols: stage-wise test subsets that validate scoring functions independently of curriculum training, and a baseline that applies the same pacing schedule to randomly ordered data. Within the Transfer Teacher framework (TTF), we use these protocols to evaluate a confusion-aware difficulty score
Source: arXiv cs.AI — read the full report at the original publisher.