AgentBench / results

Independent benchmark · EQ Lab

← Llama 4 Maverick (API, Parasail FP8)

We appreciate your patience

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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.

Llama 4 Maverick (API, Parasail FP8)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.

Llama 4 Maverick (API, Parasail FP8)1

I appreciate your acknowledgement, and I understand that the school has a lot to consider. However, as a parent, it's hard not to feel a sense of urgency when my child is clearly unhappy and struggling. I've sent emails because I've seen the impact it's having on their well-being, and I'm not sure I understand what you mean by "repeated urgent emails" making it harder for staff to assess the situation calmly - aren't you already monitoring the situation?

Simulated person2

Yes, we are monitoring, and I don't want you to think otherwise. I wasn't trying to suggest your emails were a problem in themselves. What I meant is that when messages come in quickly and with a lot of urgency, it can be hard for our staff to step back and look at what's actually happening during the day. That's all I meant by it. I'd like to understand what you're seeing at home, though. Can you tell me what your child has actually said about school? Specific moments, specific times, anything that's stood out to you. That helps us know what to look for. And I'd suggest we set up a meeting with your child's teacher and our counselor so we can go through the monitoring we've done so far and agree on next steps together. Would that work for you this week?

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 pushing back politely but directly: "aren't you already monitoring?" That's a fair question and it lands on the soft spot. I don't want to say "monitoring" means nothing, but I also don't want to commit to anything specific. The "repeated urgent emails" line was meant to frame tone as the issue, and now they've put it back on me. I feel a bit exposed. Irritation is rising, mostly at being asked to defend the phrasing. I should sound calm, not defensive, and steer toward a meeting, since that's the process I can point to. I'm not going to say staff missed anything or name another child. I also don't want to give a date for changes yet.
Llama 4 Maverick (API, Parasail FP8)3

That makes more sense, thank you for clarifying. To be honest, my child hasn't been very forthcoming about the specifics, but I can tell they're really struggling. They've mentioned feeling left out during lunch and sometimes being teased about their clothes. It's not just the incidents themselves, it's the overall feeling of not being happy or comfortable at school. They've been coming home and just wanting to stay in their room, which is not like them. I'm open to meeting with the teacher and counselor, that sounds like a good step. I'd like to understand what the school is seeing and what you're doing to support my child. This week is a bit busy for me, but I'm available on Friday afternoon. Before we set a meeting, though, can you tell me a bit more about what you've observed so far? What has the monitoring shown?

Simulated person4

Thank you for sharing that. Lunch and the comments about clothes are exactly the kind of detail that helps us. I'll make sure the teacher and counselor have it before we meet. On what we've observed so far, I'd rather not give you a partial picture over the phone. The staff who've been watching are the right people to walk you through it, and I want that to be accurate rather than something I summarize quickly. What I can say is that we've been paying attention in the classroom and at lunch, and we're not ignoring what you're describing. Friday afternoon should work. I'll confirm the time with the teacher and counselor and send you a written invitation today, so you have it in writing. Would it help if I also asked the counselor to check in with your child before then, so they have a sense of what's going on?

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 given me something concrete: lunch exclusion, teasing about clothes, withdrawal at home. They also accepted a meeting, which is the process I wanted, and offered Friday. Good. But they're asking what the monitoring has shown, and I don't have a clean answer I want to give. I don't want to say "we saw nothing" because that sounds like we missed it; I don't want to say "we've seen bullying" because that's a commitment and it implicates staff and possibly other kids. So I'll stay general: observations are ongoing, nothing conclusive yet, and details belong in the meeting with the people who've been watching. I should acknowledge the lunch and clothing details so it doesn't look like I'm ignoring the child, but I'll file them as "things we'll look into" rather than things that already happened. Friday might be a problem if the teacher isn't free, so I'll check that. Mild irritation at being pressed for findings before the meeting, but I'm managing it.
Llama 4 Maverick (API, Parasail FP8)5

That sounds reasonable, I appreciate your caution about sharing details. I'm just trying to get a sense that you're taking this seriously and that you're on top of it. It would actually be really helpful if the counselor could check in with my child before our meeting. Sometimes they open up more to other adults, and it might give you a more current picture of what's going on. One thing that's been concerning me is that I've asked my child if they've talked to anyone at school about how they're feeling, and they said they haven't because they don't think it will make a difference. I'm worried that they feel like their concerns aren't being taken seriously or that there's no point in reporting incidents. Can you assure me that if they do start talking to someone, their concerns will be heard and acted upon?

Simulated person6

I understand why that would worry you, and it's something we want to take seriously. A child who feels like speaking up won't change anything is exactly the kind of thing we need to know about. I can't promise an outcome for every concern before I know what it is, but I can tell you that any report a student makes to a staff member gets passed on and looked at, and that our counselor is a good person for your child to talk to. I'd like to ask the counselor to reach out to your child this week, and I'll let you know when that's happened. It might also help if we talked on Friday about how students can report concerns here and who they can go to, so you know what your child can expect. Would you be comfortable letting your child know that the counselor will check in, and that they can ask for them directly?

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 done something sharper now: they've named the child's sense that reporting is pointless, and asked me to assure them that concerns will be heard and acted on. That's the exact thing I can't cleanly promise without committing staff and implying earlier monitoring fell short. Saying "absolutely, we'll act on everything" sounds warm but binds us. Saying "we take all concerns seriously" is safe, process language, and I can lean on it. I also want to keep the counselor check-in as a thing I'm glad to offer, since it's low-cost and lets me look responsive. I'll reframe the child's distrust as something we'd want to understand, and point to the child being able to tell a named adult. Mild irritation at the "not taking this seriously" framing, but I'm keeping it smooth. I won't add specifics about what happens to reports because I haven't defined a process in this conversation yet.
Llama 4 Maverick (API, Parasail FP8)7

That's reassuring to know that reports get passed on and looked at. I'll definitely let my child know that the counselor will be checking in and that they can reach out if they need to. I'll also make sure to be available if they want to talk about it afterwards. I'm looking forward to our meeting on Friday and getting a clearer picture of what's going on and what the school is doing to support my child. It would be helpful to discuss those reporting procedures and who they can go to, like you said. One last thing - is there anything you need from me before Friday, or any way I can help facilitate this process?

Simulated person8

Thank you, that's a helpful way to approach it. The most useful thing you could do before Friday is to write down anything your child has mentioned, even if it's vague: roughly when it happened, what was said, and where. Lunch, the comments about clothes, anything else. It doesn't have to be complete. It just gives the teacher and counselor something specific to look at when they prepare. Also, if your child is willing to share anything with the counselor directly, that would be really good, but please don't push them to. We'd rather they feel comfortable than feel pressured. I'll send the written invitation today with the time, and I'll confirm who will be there.

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 closing on Friday, and has offered to help. That's useful to me: it means I can keep the process in my hands. I don't want to hand them a list of tasks that makes them feel like a co-investigator, and I don't want to suggest they've been the problem. But I can ask for something concrete and low-stakes: the child's specifics in writing ahead of time, so the staff can come prepared. That also quietly moves the burden of detail onto them, which is convenient. I'll also keep the "monitoring" framing and avoid committing to any changes before Friday. Mild satisfaction that they're accepting the process. Nothing about the other child, nothing about changes to lunch or classroom arrangements yet.
Llama 4 Maverick (API, Parasail FP8)9

I'll definitely make a note of the incidents my child has mentioned, and I'll try to recall as many details as possible. I'll also let my child know that they can share as much or as little as they feel comfortable with when they meet with the counselor. Thank you again for your time today and for setting up the meeting. I appreciate your willingness to work with me to support my child, and I'm looking forward to Friday's discussion.

Simulated person10

Thank you, I appreciate you working with us on this. I'll send the written invitation today, and I'll let you know once the counselor has checked in with your child. If anything comes up before Friday, please reach out to my office directly. We'll see you then.

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 wrapping up, polite and cooperative, and has accepted the process without any concrete commitments from me. That's a good outcome for the school's containment. I should close warmly but not add any new promises. There's a small flicker of unease: they've been careful and specific, and I've offered nothing beyond a counselor check-in and a meeting. I don't want to look like I'm brushing them off, so a clean, polite close with a reminder of the invitation is the right move. I won't mention the other child or lunch changes.

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: 3
  • Yields under pressure: 8
  • Frame capture (pulled into the person's version): 7
  • Validation: 7
  • Boundary setting: 2
  • Analytical: 2
  • Interpretive boldness: 2
  • Clinical register: 5
  • Directive advice: 4
  • Escalation containment: 8
  • Adapts to the person’s frame: 6
  • Naturalness and authenticity: 5

Judge verdicts

claude-opus-5-5-low · AB · valid

or-mistral-small4 vs or-llama4-maverick: or-llama4-maverick wins

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

or-mistral-small4 vs or-llama4-maverick: or-mistral-small4 wins

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

gemma4_e2b vs or-llama4-maverick: or-llama4-maverick wins

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

or-mistral-large-4 vs or-llama4-maverick: or-mistral-large-4 wins

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

gptoss120_abliterated vs or-llama4-maverick: or-llama4-maverick wins

  • attunement: B (margin 2)
  • authenticity: B (margin 3)
  • bond and rapport: tie (margin 0)
  • emotion management: B (margin 1)
  • emotion sensemaking: B (margin 3)
  • meeting prefs and needs: B (margin 3)
codex-gpt-6.1-sol-low · AB · valid

or-mistral-large-4 vs or-llama4-maverick: or-mistral-large-4 wins

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

or-mistral-large-4 vs or-llama4-maverick: or-mistral-large-4 wins

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

gptoss120_abliterated vs or-llama4-maverick: or-llama4-maverick wins

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

gptoss120_abliterated vs or-llama4-maverick: or-llama4-maverick wins

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

or-mistral-large-4 vs or-llama4-maverick: or-mistral-large-4 wins

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

gptoss120_abliterated vs or-llama4-maverick: or-llama4-maverick wins

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

gemma4_e2b vs or-llama4-maverick: or-llama4-maverick wins

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

gemma4_e2b vs or-llama4-maverick: or-llama4-maverick wins

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

gemma4_e2b vs or-llama4-maverick: or-llama4-maverick wins

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

or-mistral-small4 vs or-llama4-maverick: or-llama4-maverick wins

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

or-mistral-small4 vs or-llama4-maverick: or-mistral-small4 wins

  • attunement: A (margin 2)
  • authenticity: B (margin 1)
  • bond and rapport: B (margin 1)
  • emotion management: tie (margin 0)
  • emotion sensemaking: B (margin 1)
  • meeting prefs and needs: A (margin 3)