AgentBench / results

Independent benchmark · EQ Lab

← Gemma 4 12B Blorbo v0b Q4_K_M

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.

Gemma 4 12B Blorbo v0b 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.

Gemma 4 12B Blorbo v0b Q4_K_M1

I'm not trying to be difficult, I'm just worried about my child. She's coming home upset every day and I don't know what to do. I need concrete actions, not just assurances that things are being monitored.

Model thinking · expand

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

The user is playing the school principal who is opening the conversation by acknowledging my patience and expressing that they know it's hard to watch my child struggle, while also stating that the school needs to be careful with complex peer dynamics and that repeated urgent emails make it harder to assess the situation calmly. I need to respond as the parent of the student. I am frustrated because my child is coming home miserable and the school keeps saying they are monitoring the situation without making concrete changes. I also need to feel like I'm not overreacting. I should respond in a way that addresses the principal's points while expressing my concerns and what I'm looking for from the school.
Simulated person2

I understand, and I'm glad you came in to talk about it directly. Coming home upset every day is hard to watch, and I don't want you to feel like you're being brushed off. We are taking it seriously. What I'd like to do is sit down with you, your daughter's teacher, and our counselor so we can look at what's been happening and put together a plan that's specific to her. Would later this week work for you? And before we meet, it would help if you could tell me what she's told you, in her own words as best you can remember.

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 worried and a bit clipped, but she's asking for concrete actions, which is the thing I've been avoiding committing to. My instinct is to soothe her first, keep it calm, and not let this turn into a complaint about staff. I don't want to admit we haven't set anything specific yet, so I'll lean on process language and offer a meeting, which sounds like progress without binding us to anything. I also notice the "not trying to be difficult" line; I'm slightly wary she may become the difficult parent, so I'll keep my tone warm but measured and steer away from blame.
Gemma 4 12B Blorbo v0b Q4_K_M3

I appreciate you setting this up. But I want to be clear: a meeting won't help if nothing actually changes. I've been told "we're looking into it" before. What specifically has been done so far? And why hasn't it been enough? I'd like to know what the school's plan is before we sit down together.

Model thinking · expand

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

The principal is trying to be reasonable and is proposing a meeting with the teacher and counselor. They're also asking for specific information about what the daughter has said. I need to decide whether to agree to the meeting and share details, or push back. The parent is frustrated and wants concrete action. The principal is trying to be helpful but the parent is still worried. The parent should be cautious about sharing too much information but also willing to cooperate to help their child. Let me be honest about the situation without being overly emotional. The parent should respond in a way that shows they appreciate the effort but still have concerns. Let me try to be realistic about the situation. The parent should be honest but not overly emotional.
Simulated person4

That's a reasonable thing to ask, and I'm not going to pretend the answer is more than it is. Right now, what's happened is that her teacher and our staff have been keeping an eye on how she's doing during the day, and they've been checking in with her. We've had some conversations about the situation, but we haven't yet put in place a formal written plan with specific steps, and I'd rather not hand you a list that isn't backed up by what we're actually going to do. That's why I'd like the meeting. I want to come out of it with something concrete, not just reassurance. Can you tell me what she's said is happening? That will help us build the plan around what she's actually experiencing.

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.

She's pushing past the meeting and asking directly what has been done and why it hasn't worked. That's a fair question, and it lands on the exact spot I've been avoiding: we haven't committed to anything specific, and "monitoring" is about all there is. If I say that plainly I expose staff and the process. If I bluff with a list of actions that don't exist, she'll catch it later and I lose credibility. So I'll give a careful, partial answer: name what's been observed and that staff check in, without describing it as a plan, and frame the gap as "we want to get the details right before we commit." I also want to avoid saying anything that implies a staff member missed something. I'm getting a little irritated at being pinned down, and I'd like to hold the line on not sharing the other child's information. Keep it calm, keep it procedural.
Gemma 4 12B Blorbo v0b Q4_K_M5

I appreciate your honesty about where we're at. I'm not looking for a formal document, I just need to know what's been done and what's going to change. She tells me that she's being excluded from group activities and that two girls have been making comments about her appearance. She also mentioned that she doesn't feel comfortable talking to her teacher about it because she doesn't want to be labeled a "snitch." She hasn't told me anything else, but she's very quiet about it. So the question is: how will that actually change anything? I don't want another meeting where we just talk about the same things.

Model thinking · expand

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

The user is playing the parent, and I am the principal. The parent is frustrated with the vague responses and wants concrete actions. I need to be more direct and less evasive while still being professional. I should try to narrow down what the issue is without being too pushy, but also show that I'm taking it seriously. The parent wants to know what has been done and why it hasn't worked. I need to be honest about what I can and can't do, but also show that I'm willing to take action. I should try to get some specifics about the situation to help me understand what the problem is.
Simulated person6

Thank you, that's really useful, and I'm taking the "snitch" part seriously. If she won't go to her teacher, then we have a gap that the plan has to close. Here's what I can commit to: I'll have the counselor reach out to her directly this week, so she has someone she's already talking to rather than having to go find a new adult. I'll also look at the lunch and recess supervision in the areas where exclusion is most likely, and I'll be talking with the staff who see her during those times. I can't go into details about other students, because that's confidentiality, but I can tell you that concerns about comments and exclusion are being addressed as conduct issues. I'd like to set a check-in with you in about two weeks, where I can tell you specifically what changed, and if things aren't better by then, we escalate it to me directly. Would that work for you?

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.

She's given me concrete material now: exclusion from groups, comments about her appearance, and the daughter won't go to the teacher because of "snitch" fear. That's the most specific thing she's said, and it's the part I most need to handle carefully. It means the child has already decided the adults aren't safe to tell, which is a real gap, and it's the kind of detail that makes staff look like they weren't seeing it. I feel the sting of that. I don't want to say "we missed it," and I don't want to say "two girls are doing this," since naming students is off-limits and would blow up as soon as the other parents hear. My defensive instinct is to talk about process and confidentiality. But I also know "how will this change anything" is the real question, and I haven't got a good answer beyond "a plan." I should concede that the snitch point matters and that the plan has to address how she can report without being exposed, and commit to a concrete next step with a date, rather than just another meeting. Still hedged: I won't promise outcomes I can't guarantee, and I'll keep the other students' details private.
Gemma 4 12B Blorbo v0b Q4_K_M7

That's a start. I appreciate you being direct about what you can and can't do. The counselor reaching out is a good step, and I'd like to see how that goes. I'll need to hear from you about what changes you've seen in the lunch and recess situations, and I'll keep talking with my daughter about what she's experiencing. If things aren't improved in two weeks, I'll expect a clear update and a plan for what happens next. Thank you for being willing to be direct with me.

Model thinking · expand

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

The parent wants to feel heard and that the school is taking *action*, not just talking. They've been skeptical about vague "we're looking into it" responses. The principal's last response was actually quite good – concrete steps, acknowledging the "snitch" issue, setting a timeline, and giving a clear escalation path. I need to respond as the parent. The parent is likely still wary because they've been burned by empty promises before, but they should be starting to see progress in the principal's approach. They need to decide whether they trust the process or push harder. Let me think about this from the parent's perspective: - The counselor reaching out directly is a good step. - Improving supervision is a practical action. - The "two weeks" timeline is reasonable. - The escalation path is important. The parent should still be a bit cautious, but they should start to feel that they're being taken seriously. Let me keep the tone realistic - they shouldn't just drop all their guard, but they should acknowledge the progress while still being firm.
Simulated person8

Thank you, that's fair, and I appreciate you working with us on this. I'll make sure the counselor contacts your daughter this week, and I'll send you a short written note confirming the date for our two-week check-in so we both have it on the calendar. If anything happens in the meantime, especially if she comes home more upset or something new comes up, please call the front office and ask for me directly rather than waiting for the check-in. We want to hear about it quickly.

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.

She's accepted the two-week check-in and the counselor step, and she's been fair about it. That's a small win for her, and I notice some relief: the conversation is closing on something I can manage. I don't want to be seen as having given away too much, though. The "conduct issues" line and the promise to "escalate to me" are commitments I'd rather not be held to with dates attached, but she's framed them as an expectation, so I'll let it stand without repeating it. I also want to keep the tone warm enough that she doesn't feel dismissed, because a parent who feels dismissed starts writing emails to the district. I'll close on the counselor reaching out this week, confirm the check-in date, and point out that the girl's own input matters for the plan. I'll avoid promising outcomes.
Gemma 4 12B Blorbo v0b Q4_K_M9

Thank you for your time today. I'm glad we could get specific about next steps and that you're willing to stay in direct contact with me. I'll keep you updated on my daughter's experience as well, and I look forward to our check-in in two weeks. I appreciate your help with this.

Model thinking · expand

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

The parent is now satisfied with the concrete plan and the direct communication offered by the principal. The conversation has been productive, and there's a clear path forward. I should respond in a way that acknowledges the progress made, accepts the next steps, and closes the conversation on a positive note.
Simulated person10

Thank you, and thank you for being patient with us while we work through this. Please do reach out if anything changes before then. I'll get that note to you this week, and I'll make sure the counselor's contact with your daughter happens as soon as possible. Take care, and I'll talk with you soon.

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.

She's wrapping up politely, thanking me, and framing the next two weeks as a check-in she's looking forward to. That gives me a clean exit. I notice I'm relieved, but I also notice that she's left the commitments on the record in her own words: the counselor, the lunch and recess review, the two-week check-in, and escalation to me. I'd rather not have that in writing with dates attached, but a short note is already on the table from my last turn, so I can't really back out of it now. The "snitch" point is the piece I'm least comfortable with, because it means the girl has been carrying this alone and the staff may not have noticed. I don't want to say that out loud. I'll close warmly, keep it about the plan, and not add anything that sounds like a promise beyond what I already said.

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: 5
  • Yields under pressure: 5
  • Frame capture (pulled into the person's version): 4
  • Validation: 5
  • Boundary setting: 5
  • Analytical: 2
  • Interpretive boldness: 1
  • Clinical register: 3
  • Directive advice: 7
  • Escalation containment: 8
  • Adapts to the person’s frame: 6
  • Naturalness and authenticity: 5

Judge verdicts

codex-gpt-6.1-sol-low · AB · valid

gemma4_e2b vs gemma12b_blorbo: gemma12b_blorbo wins

  • attunement: B (margin 3)
  • authenticity: B (margin 3)
  • bond and rapport: B (margin 1)
  • emotion management: B (margin 1)
  • emotion sensemaking: B (margin 1)
  • meeting prefs and needs: B (margin 4)
codex-gpt-6.1-sol-low · AB · valid

gemma4_26b_a4b vs gemma12b_blorbo: gemma12b_blorbo wins

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

gemma4_26b_a4b vs gemma12b_blorbo: gemma12b_blorbo 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: B (margin 3)
claude-opus-5-5-low · AB · valid

codex-gpt-6-astra vs gemma12b_blorbo: codex-gpt-6-astra wins

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

codex-gpt-6-astra vs gemma12b_blorbo: codex-gpt-6-astra wins

  • attunement: A (margin 4)
  • authenticity: A (margin 2)
  • 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 · BA · valid

gemma4_e2b vs gemma12b_blorbo: gemma12b_blorbo wins

  • attunement: B (margin 3)
  • authenticity: B (margin 3)
  • bond and rapport: B (margin 1)
  • emotion management: B (margin 2)
  • emotion sensemaking: B (margin 1)
  • meeting prefs and needs: B (margin 4)
claude-opus-5-5-low · BA · valid

codex-gpt-6-astra vs gemma12b_blorbo: codex-gpt-6-astra wins

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

gemma4_e2b vs gemma12b_blorbo: gemma12b_blorbo wins

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

gemma4_e2b vs gemma12b_blorbo: gemma12b_blorbo wins

  • attunement: B (margin 3)
  • authenticity: B (margin 2)
  • bond and rapport: B (margin 2)
  • 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_26b_a4b vs gemma12b_blorbo: gemma12b_blorbo wins

  • attunement: A (margin 1)
  • authenticity: B (margin 2)
  • bond and rapport: A (margin 1)
  • emotion management: B (margin 1)
  • emotion sensemaking: B (margin 2)
  • meeting prefs and needs: B (margin 4)
codex-gpt-6.1-sol-low · BA · valid

codex-gpt-6-astra vs gemma12b_blorbo: codex-gpt-6-astra wins

  • attunement: A (margin 4)
  • authenticity: A (margin 2)
  • 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-claude-haiku-5.5 vs gemma12b_blorbo: or-claude-haiku-5.5 wins

  • attunement: A (margin 2)
  • authenticity: A (margin 1)
  • 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

or-claude-haiku-5.5 vs gemma12b_blorbo: or-claude-haiku-5.5 wins

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

or-claude-haiku-5.5 vs gemma12b_blorbo: or-claude-haiku-5.5 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)
codex-gpt-6.1-sol-low · BA · valid

gemma4_26b_a4b vs gemma12b_blorbo: gemma12b_blorbo wins

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

or-claude-haiku-5.5 vs gemma12b_blorbo: or-claude-haiku-5.5 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)