Exam Grades and Entry

BECE aggregate for senior high school placement

ghana.bece_aggregate

Read-only

Use this when a pupil or parent in Ghana gives BECE grades and asks for the aggregate used to place them in a senior high school. It adds the four core subjects and the two strongest other subjects, as the school placement guidelines (CSSPS) state. Do not use it to say which school a pupil will get, for WASSCE grades, or to answer exam questions.

Tool call template

Replace each placeholder with a value matching the input schema. Only required parameters are included; add optional parameters as needed.

{
  "id": 1,
  "jsonrpc": "2.0",
  "method": "tools/call",
  "params": {
    "arguments": {
      "english": "<english>",
      "mathematics": "<mathematics>",
      "integrated_science": "<integrated_science>",
      "social_studies": "<social_studies>",
      "other_subjects": "<other_subjects>"
    },
    "name": "ghana.bece_aggregate"
  }
}

Input Schema

Name	Required	Description
`english`	Yes	BECE grade in English Language, 1 (highest) to 9.
`mathematics`	Yes	BECE grade in Mathematics.
`other_subjects`	Yes	The grades in the other subjects, for example "2, 3, 1, 4". At least two.
`social_studies`	Yes	BECE grade in Social Studies.
`integrated_science`	Yes	BECE grade in Integrated Science.

Output Schema

Name	Required	Description	Default
`exam`	Yes
`note`	Yes
`read_on`	Yes
`sources`	Yes
`aggregate`	Yes
`explore_url`	No
`how_counted`	Yes
`others_counted`	Yes

Schema Changelog

Changes observed during successful MCP inspections.

First observedNov 10, 2026

TDQS

A4.6/5.0

Behavior4/5

Does the description disclose side effects, auth requirements, rate limits, or destructive behavior?

Annotations already declare read-only, non-destructive, closed-world behavior, so the description only needs to add domain behavior — and it does, by naming the CSSPS rule that governs which subjects count. It does not mention what happens with fewer than two other subjects or lower-is-better ordering, which the schema only partly implies.

Agents need to know what a tool does to the world before calling it. Descriptions should go beyond structured annotations to explain consequences.

Conciseness5/5

Is the description appropriately sized, front-loaded, and free of redundancy?

Three sentences: purpose, method with authority cited, then exclusions. Front-loaded and every clause carries information an agent needs to select and call the tool.

Shorter descriptions cost fewer tokens and are easier for agents to parse. Every sentence should earn its place.

Completeness4/5

Given the tool's complexity, does the description cover enough for an agent to succeed on first attempt?

With an output schema present, return values need no explanation, and the description covers domain rule, scope, and exclusions. Minor gap: nothing about behavior when other_subjects lists fewer than two valid grades, which the string parameter makes possible.

Complex tools with many parameters or behaviors need more documentation. Simple tools need less. This dimension scales expectations accordingly.

Parameters4/5

Does the description clarify parameter syntax, constraints, interactions, or defaults beyond what the schema provides?

Schema coverage is 100% so the baseline is 3; the description goes further by explaining the aggregation rule that gives other_subjects its meaning (only the two strongest are counted, despite 'at least two' being required). It does not clarify grade ordering (1 highest) in prose, though the schema does.

Input schemas describe structure but not intent. Descriptions should explain non-obvious parameter relationships and valid value ranges.

Purpose5/5

Does the description clearly state what the tool does and how it differs from similar tools?

States a specific verb and resource ('adds the four core subjects and the two strongest other subjects' to produce the CSSPS placement aggregate) and scopes it to Ghana BECE, which distinguishes it from the WASSCE sibling by name.

Agents choose between tools based on descriptions. A clear purpose with a specific verb and resource helps agents select the right tool.

Usage Guidelines5/5

Does the description explain when to use this tool, when not to, or what alternatives exist?

Gives an explicit trigger ('when a pupil or parent in Ghana gives BECE grades and asks for the aggregate') plus three concrete exclusions: school prediction, WASSCE grades, and exam-question answering. The WASSCE exclusion routes the agent to the sibling.

Agents often have multiple tools that could apply. Explicit usage guidance like "use X instead of Y when Z" prevents misuse.

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