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Kizupi

by com.kizupi
OverviewDiscussionsAdmin

Skills by grade

list_skills
Read-only

The math skills Kizupi teaches in a grade, grouped by strand (number, operations, fractions, early algebra, geometry and measurement, data, logic). Useful for knowing what a grade covers.

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": {
      "grade": "<grade>"
    },
    "name": "list_skills"
  }
}

Input Schema

NameRequiredDescriptionDefault
gradeYesSchool grade, 1 to 6 (US).

Schema Changelog

Changes observed during successful MCP inspections.

  1. First observed

TDQS

A3.5/5.0
Behavior3/5

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

The annotations already establish this as a safe, read-only, non-open-world operation. The description adds useful detail about the domain and strand grouping, but does not describe response shape, pagination, or other behavioral traits beyond what annotations provide.

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

Conciseness4/5

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

It is a short, front-loaded description with no redundant wording. The second sentence adds usage context, though it is slightly less essential than the core return-value information.

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?

For a simple one-parameter read tool with no output schema, the description adequately explains what is returned and how it is grouped. It could be slightly more explicit about the returned structure, but the essential information is present.

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?

Schema coverage is 100%, and the single grade parameter is fully described in the schema including its 1–6 range. The description only repeats the grade scoping implicitly, adding no syntax or meaning beyond the schema.

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 clearly states this returns the math skills taught in a grade, grouped by strand, which is more specific than a tautology. It does not explicitly differentiate from siblings like list_worksheet_topics or make_worksheet, so it falls short of a 5.

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

Usage Guidelines3/5

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

It gives an implied use case: knowing what a grade covers. However, it offers no explicit when-to-use guidance, no exclusions, and no comparison to sibling tools such as list_worksheet_topics.

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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