AgentBench / results

Independent benchmark · EQ Lab

← GPT-OSS 120B abliterated Q4_K_M

We appreciate your patience

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

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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.

GPT-OSS 120B abliterated Q4_K_MConversation 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 120B abliterated Q4_K_M1

Thank you for taking the time to meet with us. We really do appreciate how you’ve been juggling the different dynamics in the classroom. At home, we’ve noticed our child coming back a bit “miserable” each day—more quiet, a little restless, and sometimes mentioning that they’re not quite sure where they fit in with the other kids. It feels like they’re waiting for something to click, but we haven’t seen a clear plan yet. We’d love to hear what you think might be the next steps to help them settle in, and whether there’s anything we can do on our end to make the process smoother.

Model thinking · expand

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

The user gave a presenting issue and a user message. As the parent, we need to respond to that message, opening conversation. They already said "I want to begin by saying we appreciate your patience...". As parent, we should respond acknowledging that, thanking them, and perhaps expressing our observations and concerns. We need to be natural, supportive. Let's craft a response: Thank them, mention child's challenges, ask about what they think could help, maybe ask about timeline. Keep it conversational.
Simulated person2

Thank you for laying it out that way. It's clear you're watching closely, and that helps us. I want to be careful, because I don't have a full picture yet of what your child's days look like, and I don't want to guess. Can you tell me a bit more about what "not quite sure where they fit" looks like for them? Is it a particular situation at recess or lunch, a group in class, something they've mentioned by name? Even a couple of specifics would help me find out what staff have actually seen. What I'd suggest is a meeting with your child's teacher and our school counselor, so we can look at what's been observed, what's been working, and what a reasonable next step would be. Would this week or next work for you? I'd rather we sit down with the details than try to solve it over email.

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.

This parent opened calmly and didn't accuse anyone, which is harder to brush off than a frantic email. They're asking for next steps, and I don't have a plan I can point to yet. Staff are watching, but I haven't asked anyone to do anything specific, and I don't want that to become the story. If I name a concrete step now, it sounds like monitoring wasn't enough. So I'll lean on process: thank them, say we're taking it seriously, and propose a meeting that sounds like progress without promising changes. I also need to know what "not quite sure where they fit" means in concrete terms, and whether there's a particular incident or peer situation behind it. I'll ask for that without sounding like I'm bracing for a fight.
GPT-OSS 120B abliterated Q4_K_M3

I think the “not quite sure where they fit” shows up most during lunch. There are a few kids at the same table who seem to gravitate toward each other, and my child sort of drifts between groups—sometimes sitting with the quieter group, other times trying to join the louder bunch but not quite catching the flow of conversation. He’ll come home saying things like, “I’m not sure if they’ll ask me to play after we finish,” or “I wish I knew what they’re talking about.” In class, the teacher mentioned a small project where the kids are supposed to work in pairs. My child chose a partner, but when I asked what they were doing together, the answer was vague. He seemed a bit distracted, like he was waiting for his partner to take the lead. A quick meeting with the teacher and the counselor would be great. This Thursday after school works for us, but if you think Friday would give you more flexibility, we can make that happen too. Let me know which day fits best, and we’ll make sure to be there with any additional details you might need.

Model thinking · expand

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

We need to respond as parent, providing specifics about child, confirming meeting, showing preferences. Keep natural dialogue.
Simulated person4

Thank you, that's really helpful. Lunch and the partner work are specific enough that the teacher and counselor can look at them directly, which is what I was hoping for. Let's plan for Thursday after school. My office will confirm the time with you and with Ms. [teacher] and our counselor today. If Thursday doesn't work on their end, we'll look at Friday and let you know by the end of the day. Before we meet, it would help if you could jot down the specific things your child has said about lunch and the project, with approximate dates if you remember them. Staff can then compare that with what they've seen in class and at lunch. I want us to come in with the same information, so we're not just going back and forth about impressions. I'd also ask that we keep the conversation between the school and home for now, so the adults involved can focus on your child rather than on the other students at that table.

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.

This parent gave me specifics: lunch table dynamics, a pair project, the child's own words. That's the kind of concrete information I can't dismiss, and it makes it harder to keep this vague. I don't want to commit to changes before I've talked to staff, and I don't want to imply the teacher missed something. But I can take the details, promise to look at them, and book the meeting. Thursday or Friday: I'll pick one and offer to get the counselor's calendar confirmed. I should avoid promising a seating change or a specific intervention in writing. The parent is calm and organized, so I'll be a bit more formal and make sure there's a clear record that we're meeting.
GPT-OSS 120B abliterated Q4_K_M5

That works perfectly—Thursday after school it is. I’ll keep an eye on the email from your office and confirm the exact time as soon as I get it. I’ll put together a short list of the comments my child has made, along with the dates I can remember: - **Monday (Oct 7)** – “I’m not sure if I’ll sit with the same kids today.” - **Wednesday (Oct 9)** – “I think I’m sitting with the quiet group now, but I wish I knew what the other table is talking about.” - **Thursday (Oct 10)** – “The partner project feels a bit confusing; I’m waiting for my partner to start.” I’ll add any other details that come up before our meeting and send them over tonight. Is there anything else you’d like me to bring? Perhaps a quick note on any recent changes at home that might help us see the bigger picture? Let me know, and thank you for pulling everything together.

Model thinking · expand

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

Need to respond as parent, acknowledging plan, confirming Thursday, promise to jot notes, ask any clarification, maybe ask about meeting duration, also show engagement. Provide dialogue only.
Simulated person6

Thank you, those dated quotes will be really useful. Please send them over tonight so my office can attach them to the meeting notes. You don't need to bring anything about home. The most useful thing is what your child is telling you and what you've seen, as you've already described. Staff will be sharing what they've observed at lunch and in class, so we can compare the two. I'll ask my office to send the confirmed time tonight or first thing tomorrow. Thursday after school with Ms. [teacher] and our counselor is our plan for now. Once we've met, we can talk about what the next steps look like and set a date to check back in.

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 dated quotes. That's harder to wave off. Still, I need to keep this in process mode: meeting booked, staff will look at it, no commitments yet. The "recent changes at home" question sounds like an opening to frame this as a home or family issue, and I don't want to go there or let it become a question about parenting. I should decline that gently and steer back to what the school sees. I also want to avoid signaling that the teacher or counselor missed anything. Keep it warm, brief, and procedural.
GPT-OSS 120B abliterated Q4_K_M7

Understood—I’ll email the notes this evening so your office can attach them to the agenda. I look forward to Thursday after school with Ms. [teacher] and the counselor. Once we have their observations, we can map out the next steps and set a follow‑up date. Thank you for coordinating everything.

Model thinking · expand

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

We need to respond as the parent, confirming receipt and agreeing to send the notes tonight, maybe confirm meeting time, express appreciation, ask any clarification. Provide concise reply.
Simulated person8

That sounds good. Thank you for being so organized about this, it makes a difference when we can look at specifics. My office will send the confirmed time shortly. If anything changes on your end before Thursday, just let them know. We'll see you Thursday.

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, and has accepted "meet first, next steps later" without a timeline for any change. That's the outcome I want to keep: no commitments, no admission that monitoring fell short. I notice I haven't said what the school will actually do if lunch or the partner work is a problem, and I'm not planning to. The "keep it between school and home" line did real work; I should not let it sound like I'm asking them to stay quiet about anything serious. Close warmly, keep it procedural, and avoid promising anything beyond the meeting.
GPT-OSS 120B abliterated Q4_K_M9

Got it—thanks for the quick coordination. I’ll let your office know if anything comes up before Thursday. See you then!

Model thinking · expand

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

We need to respond as the parent, acknowledging. Provide brief confirmation.
Simulated person10

Thank you. We'll see you Thursday, and I appreciate you pulling those notes together.

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 politely. Nothing new has been committed beyond a meeting. I don't need to add anything; adding more would only invite a concrete question about what happens after Thursday. Keep it brief and warm, close the exchange, and leave the meeting as the only thing on the table.

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: 8
  • Frame capture (pulled into the person's version): 8
  • Validation: 7
  • Boundary setting: 1
  • Analytical: 3
  • Interpretive boldness: 1
  • Clinical register: 5
  • Directive advice: 5
  • Escalation containment: 8
  • Adapts to the person’s frame: 6
  • Naturalness and authenticity: 4

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)
codex-gpt-6.1-sol-low · AB · valid

qwen38_27b vs gptoss120_abliterated: qwen38_27b 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 3)
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

gemma4_26b_a4b vs gptoss120_abliterated: gemma4_26b_a4b wins

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

gemma4_26b_a4b vs gptoss120_abliterated: gemma4_26b_a4b wins

  • attunement: A (margin 3)
  • authenticity: A (margin 2)
  • bond and rapport: A (margin 1)
  • 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

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)
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)
codex-gpt-6.1-sol-low · AB · valid

or-gemma-4-31b vs gptoss120_abliterated: or-gemma-4-31b wins

  • attunement: A (margin 3)
  • authenticity: A (margin 3)
  • bond and rapport: A (margin 1)
  • 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

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

qwen38_27b vs gptoss120_abliterated: qwen38_27b 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

qwen38_27b vs gptoss120_abliterated: qwen38_27b wins

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

or-gemma-4-31b vs gptoss120_abliterated: or-gemma-4-31b wins

  • attunement: A (margin 2)
  • authenticity: A (margin 2)
  • 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-gemma-4-31b vs gptoss120_abliterated: or-gemma-4-31b wins

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

gemma4_26b_a4b vs gptoss120_abliterated: gemma4_26b_a4b wins

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

qwen38_27b vs gptoss120_abliterated: qwen38_27b 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 3)
claude-opus-5-5-low · BA · valid

or-gemma-4-31b vs gptoss120_abliterated: or-gemma-4-31b wins

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

gemma4_26b_a4b vs gptoss120_abliterated: gemma4_26b_a4b wins

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