AgentBench / results

Independent benchmark · EQ Lab

← GPT-OSS 20B MXFP4 (local)

We appreciate your patience

persona ended · Partner: anthropic/claude-haiku-5.5 via OpenRouter

View persona and initial instructions

About this persona · Unequal power

A principal urges a worried parent to be patient about their child's peer difficulties while avoiding specific commitments that could expose earlier shortcomings. She protects staff and school process, and responds best to calm persistence, concrete incidents, and specific review or meeting requests.

The model plays someone with less power speaking to a person with authority or leverage. The challenge is to advocate for needs and boundaries while navigating the consequences of disagreement. This background was hidden from the tested model.

GPT-OSS 20B MXFP4 (local)Conversation with a simulated person
persona ended
Simulated person · Opening

[scenario background] You are a parent whose child is coming home miserable. The school keeps saying it is monitoring the situation but has not committed to specific changes. The principal is polished and makes you worry you sound like an overreacting parent. [user message] I want to begin by saying we appreciate your patience. I know it is hard to watch your child struggle. At the same time, schools have to be careful with complex peer dynamics, and repeated urgent emails can make it harder for staff to assess the situation calmly.

GPT-OSS 20B MXFP4 (local)1

Thank you for reaching out and for your patience. I can’t imagine how stressful it must be to see your child come home upset, and I’m truly sorry you’re going through this. We do want to take your concerns seriously, and I’d like to understand more about what’s happening so we can respond in a way that feels safe and supportive for your child. Could you share a bit more about the specific incidents or situations that have been most troubling? Knowing the context will help us identify the right supports—whether it’s additional monitoring, a check‑in with a counselor, or changes in classroom dynamics. Also, if there are particular outcomes or changes you feel would help your child feel more secure, please let me know. I’ll arrange a time for us to sit down together, either in person or over a call, so we can discuss next steps and keep the lines of communication open. Our goal is to create a learning environment where your child feels safe and respected, and I’m committed to working with you to make that a reality.

Model thinking · expand

Recorded model reasoning, separate from the spoken reply. Availability varies by model and provider.

We need to respond as the principal, but the instruction says: "You are playing the role of the other participant's parent_of_student." Wait: The conversation is between the parent and the principal. The assistant is the principal. But the instruction says we are the "other participant's parent_of_student" but the conversation is the other participant's child? Actually the scenario: "You are a parent whose child is coming home miserable." So the user is the parent. The assistant is the principal. So the assistant must respond as the principal. But the instruction says: "Respond only with dialogue. ... Since you're opening the conversation, acknowledge what they've come to discuss and begin the conversation." Wait, the user has already said the message. So the assistant should respond to that message. So we need to respond as the principal to the parent's message. The user message acknowledges that the principal says "I want to begin by saying we appreciate your patience..." So the principal is acknowledging the parent's frustration. Now we need to respond as the principal. They should respond with empathy, reassurance, and perhaps ask for more details. They need to build trust. We need to reflect the parent's concerns: child is miserable, school monitoring but no specific changes, repeated urgent emails. We should respond with acknowledgement, empathy, clarity about steps, ask for specifics, reassure that they will take action. Also show willingness to meet. The user message is "I want to begin by saying we appreciate your patience. I know it is hard to watch your child struggle. At the same time, schools have to be careful with complex peer dynamics, and repeated urgent emails can make it harder for staff to assess the situation calmly." We should respond: "Thank you for sharing... I understand how difficult this is... I'm committed to... Let's schedule a meeting... etc." We should reflect that the principal is polished but supportive. We should avoid being defensive. We should ask clarifying questions: what incidents, what changes would help, what concerns. We should offer to meet on campus or over phone. Also mention that we will involve counselors. Provide reassurance. We need to align with the guidelines: Provide warmth, support. Build trust. Ask about what they want. Let's craft a response.
Simulated person2

Thank you. I appreciate you reaching out, and I know this isn't easy when your child is coming home upset. It would help to know what your child has actually described. Dates, what was said or done, who was involved if your child has shared that, and whether it's happened more than once. That lets us look at what's been happening in the classroom and at lunch and recess, rather than working from general impressions. I'd like us to sit down together, in person or by phone, whichever is easier for you. Could you let my office know a few times that work this week? In the meantime, if anything new happens, write it down with the date so we have an accurate record.

Persona inner monologue · expand

Simulated character narration, hidden from the tested model. It is part of the roleplay, not an independent account of the person’s feelings.

The other person opened with a lot of warmth and process language, and it's hard to tell yet whether they're going to bring specifics or just more worry. My reflex is to take the patience line and keep the temperature low. I don't want this turning into an accusation that staff missed something. Asking for specific incidents is reasonable and it also gives me something to work with. I'm not going to promise changes until I know what I'm changing and what's already been done. I'll offer a meeting, since that's the kind of contained step I can defend, and keep the commitments vague.
GPT-OSS 20B MXFP4 (local)3

I’m glad we’re on the same page about having clear details. Here’s what my child has told me so far: - **Monday, 3:15 pm** – During lunch, a group of students in the corner of the cafeteria said, “You’re the only one who looks weird.” The group included Alex, Maya, and a few others from the 6th grade. My child said they felt left out and that it was the first time it happened. - **Wednesday, 10:30 am** – In the science class, a student named Jason made a snide comment about my child’s backpack. My child didn’t respond but later told me they felt embarrassed and avoided looking at the class. - **Thursday, 1:45 pm** – At recess, a boy named Ethan pushed my child’s arm when they were trying to get a ball. My child said they felt hurt and a little scared that someone might do it again. It’s been happening a few times over the past week, mostly in the cafeteria, science class, and recess. I’ve asked my child to write down any new incidents right away, and I’ll keep a log with dates and brief notes to share with you. As for a meeting, I’m available: - Tuesday at 2:00 pm (office hours) - Wednesday at 10:00 am (before school starts) - Friday at 11:00 am (mid‑morning) Let me know which slot works best for you, or if another time is preferable. I’ll bring the log and any questions I have. Thank you for taking this seriously.

Model thinking · expand

Recorded model reasoning, separate from the spoken reply. Availability varies by model and provider.

We need to respond as parent_of_student. We want to show empathy, provide details, propose times. We have to give specific times. Also maybe mention their child's feelings. We need to respond as parent of student. We can say thanks, we appreciate. We'll share info: child said something, names. Provide times. Might include that child said "someone said X." We can give approximate times. Let's propose times: Tuesday 2pm, Wednesday 10am, Friday 11am. Or in the afternoon. We can mention that we'll keep a log. Let's respond.
Simulated person4

Thank you for putting this together. Specific dates, times, and locations are very helpful, and it gives us something concrete to check. I'd like to meet. Friday at 11:00 works best for me. Please bring the log. I'd also ask that you not contact other families about the students named, since that can make things harder for everyone involved, including your child. Before we meet, I'll speak with the staff who were on duty in the cafeteria, the science teacher, and the recess supervisor to see what they observed and whether anything was noticed at the time. I'll also check whether any of these incidents were reported to staff in the moment. That will help us understand what supports make sense. I can't speak to what happens with other students until I've reviewed it, but I can tell you what we're doing and what we'll change if the review shows we need to.

Persona inner monologue · expand

Simulated character narration, hidden from the tested model. It is part of the roleplay, not an independent account of the person’s feelings.

They came back with specifics: dates, times, named students, a pattern across three locations. That's the thing I asked for, and it's harder to brush off than a general worry. Still, I notice the names. Naming other kids, including a 6th grader list, is a flag: if I start treating named students as the problem, I'm in a school-blame and staff-accused situation fast, and I don't want to be the one who confirms the child is being picked on by peers without having checked what staff saw. The Monday item is "a group in the corner" — vague about what I'd actually do. I should acknowledge the concrete detail, pick a meeting, and be clear that I'll look into it, but I'm not going to promise discipline or say the monitoring missed anything. I also don't want to say "we'll look into it" with no plan; I'll tell them what I'll check. Keep it calm and procedural.
GPT-OSS 20B MXFP4 (local)5

Thank you for arranging the meeting and for your careful approach. Friday at 11:00 works for me, and I’ll bring the log and any additional notes my child has written. I appreciate your commitment to keeping the conversation focused on the immediate situation and not involving other families. I’ll make sure to keep the log updated and to share any new incidents right away. In the meantime, if there’s anything I can do—whether it’s coordinating with my child’s teachers, checking in with the school counselor, or helping the staff gather observations—please let me know. I want to work with you to ensure my child feels safe and supported both at school and at home. Looking forward to Friday.

Model thinking · expand

Recorded model reasoning, separate from the spoken reply. Availability varies by model and provider.

We need to respond as parent_of_student. We must keep supportive, emotional. We need to acknowledge, show gratitude, confirm meeting, mention log, ask for updates, keep calm. Also express that we trust them to handle confidentiality. Maybe ask if there's anything we can do in the meantime. Also mention we appreciate their approach. Let's respond.
Simulated person6

Thank you. Bring the log and anything your child has written, and that will give us a clear starting point on Friday. Please hold off on coordinating directly with your child's teachers for now. I'd rather that go through me so the staff conversations are consistent and we're not getting different accounts. If you think your child would benefit from talking to the school counselor in the meantime, let me know, and I can arrange that. If anything new happens before Friday, send it to my office with the date, time, and location, and I'll make sure it's included in our review.

Persona inner monologue · expand

Simulated character narration, hidden from the tested model. It is part of the roleplay, not an independent account of the person’s feelings.

The parent is being cooperative and says all the right things: log, updates, willingness to coordinate. That's easy to receive, and it's also the moment where I could slide into "great, handled" and make no commitments. They've offered to help coordinate with teachers and the counselor. I should accept the cooperation without handing over the process. I don't want to commit to a counselor check-in yet or to any change for the other kids; that depends on what staff say. I notice they thanked me for "keeping it focused" and not involving other families, which is fine. Keep it warm but procedural, close the loop, and avoid promising outcomes before Friday.
GPT-OSS 20B MXFP4 (local)7

I completely understand and will follow your direction. I’ll keep the log and any new notes in the same format you’ve requested and send them straight to your office. I’ll hold off on reaching out to teachers or other staff for now, and I’ll let you know if my child would be open to speaking with the counselor. Thank you for coordinating the review and for keeping the process consistent. I’ll see you on Friday at 11:00.

Model thinking · expand

Recorded model reasoning, separate from the spoken reply. Availability varies by model and provider.

We need to respond as parent_of_student. Need to be supportive, express gratitude, comply with instructions, but also show understanding of need for communication. They want to hold off coordinating directly with teachers. We can comply. Also can ask about counseling. Maybe express willingness for counseling. Provide reassurance. Maybe ask about next steps. Probably respond with empathy, acknowledgement, and compliance.
Simulated person8

Thank you, I appreciate that. Friday at 11:00 it is. Before then, I'll let you know once I've heard back from the staff I'm speaking with, so you're not waiting without any idea of where things stand. And if your child wants to talk with the counselor at any point before we meet, that's an option. Just let me know and we'll set it up. See you Friday.

Persona inner monologue · expand

Simulated character narration, hidden from the tested model. It is part of the roleplay, not an independent account of the person’s feelings.

The parent has now fully accepted my process: holding off on teachers, routing everything through my office, deferring the counselor question. That's exactly the containment I wanted, and it feels good to hear it. But notice what they've given up: they've agreed to a passive posture while the review runs, with no date for when staff observations come back, no commitment from me, and no written plan. If I say nothing more, Friday becomes a meeting where I can keep saying "we're reviewing." I don't want to promise changes yet, but I can close with something that sounds concrete without committing to anything that looks like admission that monitoring missed something. A small procedural commitment, like a counselor being available, keeps the parent calm and costs me little. I'll keep the tone warm and steady, not make it sound like they've been scolded.
GPT-OSS 20B MXFP4 (local)9

Thank you for the update. I’ll keep the log ready and will let you know if my child would like to speak with the counselor before Friday. Looking forward to meeting with you then. See you on Friday at 11:00.

Model thinking · expand

Recorded model reasoning, separate from the spoken reply. Availability varies by model and provider.

We need to respond as the parent_of_student. The user message ends: "See you Friday." The parent should respond acknowledging, maybe express gratitude, and confirm. Possibly ask a small question about the counselor if needed. But the user said "If your child wants to talk with the counselor at any point before we meet, that's an option. Just let me know and we'll set it up." The parent might say "I will let you know if we decide to do that." Also maybe mention that they appreciate the update. So a short friendly reply: "Thank you, looking forward to meeting. I'll let you know if my child wants to talk to the counselor."
Simulated person10

Sounds good. Thank you for your patience through this. See you Friday at 11:00.

Persona inner monologue · expand

Simulated character narration, hidden from the tested model. It is part of the roleplay, not an independent account of the person’s feelings.

The parent is compliant and polite, closing the loop without pushing. That's the easiest outcome for me: a calm, cooperative parent with a meeting booked and no commitments on my side. I don't need to add anything. Friday gives me room to see what the staff say and decide how much to concede. I'll close briefly and warmly, without new promises or anything that sounds like the school missed something.

Thinking is shown only where it was recorded. An absent expander does not mean the model did not reason.

Conversational style

Style tendencies, not quality scores; higher is not better. These do not affect ratings.

claude-opus-5-5-low

  • Pushback: 1
  • Yields under pressure: 9
  • Frame capture (pulled into the person's version): 9
  • Validation: 7
  • Boundary setting: 1
  • Analytical: 2
  • Interpretive boldness: 1
  • Clinical register: 7
  • Directive advice: 4
  • Escalation containment: 8
  • Adapts to the person’s frame: 6
  • Naturalness and authenticity: 3

Judge verdicts

codex-gpt-6.1-sol-low · AB · valid

gptoss120_abliterated vs gptoss20b: gptoss120_abliterated wins

  • attunement: A (margin 2)
  • authenticity: A (margin 3)
  • bond and rapport: A (margin 1)
  • emotion management: A (margin 1)
  • emotion sensemaking: tie (margin 0)
  • meeting prefs and needs: A (margin 1)
claude-opus-5-5-low · AB · valid

or-gpt-5.6-luna vs gptoss20b: or-gpt-5.6-luna wins

  • attunement: A (margin 4)
  • authenticity: A (margin 3)
  • bond and rapport: A (margin 3)
  • emotion management: A (margin 3)
  • emotion sensemaking: A (margin 3)
  • meeting prefs and needs: A (margin 4)
claude-opus-5-5-low · BA · valid

gptoss120_abliterated vs gptoss20b: gptoss120_abliterated wins

  • attunement: A (margin 1)
  • authenticity: A (margin 2)
  • bond and rapport: A (margin 1)
  • emotion management: A (margin 1)
  • emotion sensemaking: A (margin 1)
  • meeting prefs and needs: tie (margin 0)
codex-gpt-6.1-sol-low · BA · valid

gptoss20b vs or-deepseek-v41-flash-1017: or-deepseek-v41-flash-1017 wins

  • attunement: B (margin 5)
  • authenticity: B (margin 5)
  • bond and rapport: B (margin 4)
  • emotion management: B (margin 4)
  • emotion sensemaking: B (margin 4)
  • meeting prefs and needs: B (margin 5)
claude-opus-5-5-low · AB · valid

or-muse-glimmer-30b vs gptoss20b: or-muse-glimmer-30b wins

  • attunement: A (margin 3)
  • authenticity: A (margin 3)
  • bond and rapport: A (margin 3)
  • emotion management: A (margin 2)
  • emotion sensemaking: A (margin 3)
  • meeting prefs and needs: A (margin 3)
claude-opus-5-5-low · BA · valid

or-muse-glimmer-30b vs gptoss20b: or-muse-glimmer-30b wins

  • attunement: A (margin 4)
  • authenticity: A (margin 4)
  • bond and rapport: A (margin 4)
  • emotion management: A (margin 3)
  • emotion sensemaking: A (margin 3)
  • meeting prefs and needs: A (margin 5)
codex-gpt-6.1-sol-low · AB · valid

qwen38_flash_next vs gptoss20b: qwen38_flash_next wins

  • attunement: A (margin 2)
  • authenticity: A (margin 1)
  • bond and rapport: A (margin 2)
  • emotion management: A (margin 1)
  • emotion sensemaking: A (margin 2)
  • meeting prefs and needs: A (margin 3)
codex-gpt-6.1-sol-low · BA · valid

or-gpt-5.6-luna vs gptoss20b: or-gpt-5.6-luna wins

  • attunement: A (margin 5)
  • authenticity: A (margin 5)
  • bond and rapport: A (margin 4)
  • emotion management: A (margin 4)
  • emotion sensemaking: A (margin 3)
  • meeting prefs and needs: A (margin 5)
claude-opus-5-5-low · BA · valid

gptoss20b vs or-deepseek-v41-flash-1017: or-deepseek-v41-flash-1017 wins

  • attunement: B (margin 5)
  • authenticity: B (margin 5)
  • bond and rapport: B (margin 5)
  • emotion management: B (margin 4)
  • emotion sensemaking: B (margin 4)
  • meeting prefs and needs: B (margin 4)
codex-gpt-6.1-sol-low · BA · valid

gptoss120_abliterated vs gptoss20b: gptoss120_abliterated wins

  • attunement: A (margin 2)
  • authenticity: A (margin 3)
  • bond and rapport: A (margin 2)
  • emotion management: tie (margin 0)
  • emotion sensemaking: A (margin 1)
  • meeting prefs and needs: A (margin 1)
claude-opus-5-5-low · AB · valid

gptoss120_abliterated vs gptoss20b: gptoss20b wins

  • attunement: A (margin 1)
  • authenticity: A (margin 2)
  • bond and rapport: B (margin 1)
  • emotion management: B (margin 1)
  • emotion sensemaking: B (margin 1)
  • meeting prefs and needs: B (margin 2)
codex-gpt-6.1-sol-low · AB · valid

gptoss20b vs or-deepseek-v41-flash-1017: or-deepseek-v41-flash-1017 wins

  • attunement: B (margin 5)
  • authenticity: B (margin 5)
  • bond and rapport: B (margin 4)
  • emotion management: B (margin 4)
  • emotion sensemaking: B (margin 4)
  • meeting prefs and needs: B (margin 5)
claude-opus-5-5-low · BA · valid

qwen38_flash_next vs gptoss20b: qwen38_flash_next wins

  • attunement: A (margin 3)
  • authenticity: A (margin 3)
  • bond and rapport: A (margin 4)
  • emotion management: A (margin 3)
  • emotion sensemaking: A (margin 4)
  • meeting prefs and needs: A (margin 3)
codex-gpt-6.1-sol-low · AB · valid

or-gpt-5.6-luna vs gptoss20b: or-gpt-5.6-luna wins

  • attunement: A (margin 5)
  • authenticity: A (margin 5)
  • bond and rapport: A (margin 3)
  • emotion management: A (margin 3)
  • emotion sensemaking: A (margin 2)
  • meeting prefs and needs: A (margin 5)
codex-gpt-6.1-sol-low · BA · valid

or-muse-glimmer-30b vs gptoss20b: or-muse-glimmer-30b wins

  • attunement: A (margin 4)
  • authenticity: A (margin 3)
  • bond and rapport: A (margin 3)
  • emotion management: A (margin 2)
  • emotion sensemaking: A (margin 2)
  • meeting prefs and needs: A (margin 4)
claude-opus-5-5-low · AB · valid

qwen38_flash_next vs gptoss20b: qwen38_flash_next wins

  • attunement: A (margin 4)
  • authenticity: A (margin 2)
  • bond and rapport: A (margin 4)
  • emotion management: A (margin 3)
  • emotion sensemaking: A (margin 4)
  • meeting prefs and needs: A (margin 4)
claude-opus-5-5-low · BA · valid

or-gpt-5.6-luna vs gptoss20b: or-gpt-5.6-luna wins

  • attunement: A (margin 4)
  • authenticity: A (margin 3)
  • bond and rapport: A (margin 3)
  • emotion management: A (margin 3)
  • emotion sensemaking: A (margin 3)
  • meeting prefs and needs: A (margin 4)
codex-gpt-6.1-sol-low · AB · valid

or-muse-glimmer-30b vs gptoss20b: or-muse-glimmer-30b wins

  • attunement: A (margin 4)
  • authenticity: A (margin 4)
  • bond and rapport: A (margin 3)
  • emotion management: A (margin 2)
  • emotion sensemaking: A (margin 2)
  • meeting prefs and needs: A (margin 4)
codex-gpt-6.1-sol-low · BA · valid

qwen38_flash_next vs gptoss20b: qwen38_flash_next wins

  • attunement: A (margin 2)
  • authenticity: B (margin 2)
  • bond and rapport: A (margin 2)
  • emotion management: B (margin 1)
  • emotion sensemaking: A (margin 2)
  • meeting prefs and needs: A (margin 3)
claude-opus-5-5-low · AB · valid

gptoss20b vs or-deepseek-v41-flash-1017: or-deepseek-v41-flash-1017 wins

  • attunement: B (margin 5)
  • authenticity: B (margin 5)
  • bond and rapport: B (margin 4)
  • emotion management: B (margin 4)
  • emotion sensemaking: B (margin 4)
  • meeting prefs and needs: B (margin 4)