Temperature-Adaptive Transformed Teacher Matching

Knowledge distillation (KD) transfers knowledge from a high-capacity teacher to a compact student by matching their predictive distributions, with temperature scaling serving as a central mechanism for smoothing teacher predictions and exposing informative "dark knowledge" beyond the hard label. However, the standard fixed-temperature design is inherently sample-agnostic. Since samples differ in logit scale and learning difficulty, a single global temperature produces teacher soft labels with highly inconsistent entropy: some predictions remain overly sharp and provide limited inter-class information, whereas others become over-smoothed and lose class-discriminative information. Moreover, sharing the same temperature between teacher and student further imposes rigid logit-scale alignment despite their capacity mismatch. To address these limitations, we propose CIST (Consistently Informative Soft-label Temperature), which assigns separate sample-wise adaptive temperatures to the teacher and student. This design produces consistently informative teacher soft labels while relaxing rigid teacher--student logit-scale matching. It also reweights the distillation objective according to teacher confidence and student learning difficulty. Theoretically, we show that teacher-label entropy is largely governed by the ratio between the maximum teacher logit and the temperature, providing a principled basis for adaptive smoothing. Empirically, CIST mitigates the inconsistency induced by fixed temperature, and experiments on both vision and language distillation tasks show consistent improvements over standard KD and strong baselines with negligible computational overhead.

A central idea of knowledge distillation is to expose relational structure embedded in the teacher's weights for the student to learn, which is often facilitated using a temperature parameter. Despite its widespread use, there remains limited understanding on how to select an appropriate temperature value, or how this value depends on other training elements such as optimizer, teacher pretraining/finetuning, etc. In practice, temperature is commonly chosen via grid search or by adopting values from prior work, which can be time-consuming or may lead to suboptimal student performance when training setups differ. In this work, we posit that temperature is closely linked to these training components and present a unified study that systematically examines such interactions. From analyzing these cross-connections, we identify and present common situations that have a pronounced impact on temperature selection, providing valuable guidance for practitioners employing knowledge distillation in their work.

Reverse Kullback-Leibler (RKL) divergence is widely favored over forward KL (FKL) in large language models (LLM) distillation, yet this preference is largely based on comparisons that omit the temperature $τ$, overlooking its central role in softening teacher distributions and improving knowledge transfer. In this work, we revisit temperature in LLM distillation and show that it fundamentally changes the comparison between FKL and RKL. Our analysis reveals an asymmetric effect: temperature substantially enriches FKL with non-dominant token signals, whereas it mainly rescales RKL gradients, causing FKL to benefit much more from $τ$ scaling than RKL. This asymmetry overturns the standard empirical conclusion: although RKL outperforms FKL at $τ=1$, FKL consistently surpasses RKL at higher temperatures across instruction-following benchmarks. Moreover, the impact of temperature is not limited to FKL; it improves a broader family of distillation objectives, enabling simple KL-based methods to achieve competitive performance against recent state-of-the-art LLM distillation approaches.