Scaling laws guide large language model training by relating compute to cross-entropy loss, and recent work further extends them to predict downstream benchmark performance. However, prior approaches face generalization limitations from two aspects: focusing on benchmark-level performance introduces scenario-specific artifacts, while relying on IID validation loss fails to track capability improvements when training distributions vary. In this work, we argue that downstream scaling should be studied at the capability level, which captures shared skill factors across related tasks while abstracting away benchmark-specific noise. We propose SuperValid, a framework that synthesizes OOD (out-of-distribution), capability-aligned validation data by distilling core concepts from benchmarks within a capability domain and expanding them into diverse, knowledge-rich texts. Extensive experiments spanning 16 benchmarks grouped into 6 capability domains show that SuperValid loss exhibits strong and stable correlation with downstream performance across models of different architectures, scales, and training data distributions. As a training-free metric computable during training without benchmark evaluation, SuperValid enables effective model selection, early stopping, and scaling decisions.

Mainstream approaches to aligning large language models (LLMs) heavily rely on human preference data, particularly when models require periodic updates. The standard process for iterative alignment of LLMs involves collecting new human feedback for each update. However, the data collection process is costly and challenging to scale. To address this issue, we introduce the “TS-Align” framework, which fine-tunes a policy model using pairwise feedback data automatically mined from its outputs. This automatic mining process is efficiently accomplished through the collaboration between a large-scale teacher model and a small-scale student model. The policy fine-tuning process can be iteratively repeated using on-policy generations within our proposed teacher-student collaborative framework. Through extensive experiments, we demonstrate that our final aligned policy outperforms the base policy model with an average win rate of 69.7% across seven conversational or instruction-following datasets. Furthermore, we show that the ranking capability of the teacher is effectively distilled into the student through our pipeline, resulting in a small-scale yet effective reward model for policy model alignment.