VISTA: Dense Multi-Label Classroom Coding with Vision-Language Models

Classroom videos contain observable teaching practices, but their pedagogical and visual signals are rarely organized in forms suitable for model evaluation. We present TeachObs, a human-validated benchmark for multimodal teaching observation in classroom videos. TeachObs includes 30 public lesson videos from eight countries divided into 5,158 fixed 15-second scenes. Seven researchers annotated each scene with 39 binary observation codes, covering 20 visual codes, such as gesture, board work, pointing, and visual materials, and 19 nonvisual codes, such as instruction, monitoring, questioning, feedback, and reflection. Gold segment labels are constructed using reliability- and prevalence-aware rules based on Krippendorff's alpha. In addition to segment-level labels, three expert raters produced lesson-level ratings and qualitative evaluations of instructional design, instructional delivery, learner response, learning materials, and lesson closure across the 30 lessons, with rater coverage detailed in the body. Using these two human reference layers, we evaluate five vision-capable frontier LLMs across three tracks - text-only segment coding, text + frame segment coding, and lesson-level coverage scored under an LLM-as-judge protocol - and find that no single model consistently outperforms others across all three tracks, that adding a mid-frame inflates both true and false attributions per scene, and that model evaluations over-rate procedurally clear lessons relative to expert raters. TeachObs therefore supports both fine-grained annotation benchmarking and whole-lesson evaluation, showing where AI systems can assist classroom video analysis and where expert judgment remains necessary across varied subjects, classroom formats, and annotation difficulty levels.

We conduct a systematic study of 18 widely used vision-language benchmarks and identify three major issues: 1) many items do not rely on visual cues and therefore fail to effectively measure multimodal understanding; 2) many items are already close to performance saturation for current LVLMs, which limits their discriminative power; 3) a small number of anomalous items affect the reliability of evaluation results. To this end, we propose MMGist, a curated benchmark that covers seven capability dimensions and contains 7,262 items. MMGist is constructed through a three-stage pipeline, which sequentially combines text-ablation filtering, cross-model saturation filtering, and anomaly detection filtering. We conduct extensive experiments on 27 leading LVLMs and compare MMGist with the raw pool of 23,250 items. The results show that MMGist preserves model rankings with high fidelity, with Spearman $ρ= 0.98$, while reducing evaluation items by 69% and improving cross-model discrimination by 78%. Further results indicate that Visual Logic remains a systematic weakness of current LVLMs, while knowledge-intensive dimensions such as Expert Knowledge dimensions remain important factors for distinguishing closed-source models from open-source models. These findings suggest that high-quality evaluation should prioritize visual dependency, discriminative power, and reliability, rather than simply pursuing benchmark scale.

Multimodal large language models have made rapid progress in video understanding, yet existing benchmarks largely rely on simple prompts and provide limited evidence about whether models can satisfy explicit output constraints. We introduce VCIFBench, a benchmark for evaluating complex instruction following in video understanding. VCIFBench constructs constraint-rich instructions from both benchmark-adapted and directly video-grounded prompts, covering content, format, style, and structure requirements, and evaluates model outputs with a hybrid verification pipeline. The benchmark contains 306 satisfiable test instructions, a 540-pair DPO preference dataset, and a 30-item conflict diagnostic subset. Experiments on 10 MLLMs show that joint constraint satisfaction remains challenging. We further show that DPO training on VCIFBench data can improve instruction-following performance.