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Next study option

get_next_study_action
Read-onlyIdempotent

Use this when the connected learner asks what to study next in CertArc. Returns the next eligible sprint in study order and a link to its domain; the calendar may recommend another. Does not start or complete a session.

Input Schema

NameRequiredDescriptionDefault
programNoCertification to read. Omit for the one the learner studied most recently; every result names its certification and lists the learner's others.

Schema Changelog

Changes observed during successful MCP inspections.

  1. First observed

TDQS

A4.1/5.0
Behavior4/5

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

The annotations already declare read-only, idempotent, non-destructive, and closed-world behavior. The description adds useful context that the calendar may recommend another action and that this tool does not start or complete a session, which goes beyond the annotations without contradicting them.

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?

The description is two compact sentences and is front-loaded with the usage condition. Every clause adds useful information: the trigger, the return value, the calendar caveat, and the explicit non-action boundary.

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

Completeness5/5

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

For a simple read-only tool with one optional, fully documented parameter and rich annotations, the description covers the trigger, return value, and boundary behavior. No output schema is present, but the described return is sufficient for an agent to understand what to expect.

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

Parameters3/5

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

The schema has 100% description coverage and fully documents the optional program enum, including the default behavior when omitted. The description does not add further parameter semantics beyond what the schema already provides, so the baseline of 3 is appropriate.

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

Purpose4/5

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

The description states a specific action: returning the next eligible study sprint and a link to its domain. It is clear what the tool does, though it does not explicitly distinguish itself from sibling study-plan or readiness tools.

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

Usage Guidelines4/5

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

It gives a clear trigger: use when the connected learner asks what to study next. It also sets a boundary by saying it does not start or complete a session, but it only implicitly contrasts with the calendar recommendation rather than naming an alternative sibling tool.

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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