get_sgpa

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

With no annotations, the description must fully disclose behavior, but it fails to mention any traits like read-only status, authentication requirements, or side effects. Only states 'Get SGPA', leaving agents unaware of prerequisites or constraints.

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

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

The description is extremely concise (two sentences) and front-loaded with the action. However, the brevity sacrifices critical detail, making it minimally adequate rather than optimally structured.

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

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

Given no annotations, no parameter descriptions, and the complexity of retrieving an SGPA (likely requiring a login), the description is incomplete. It relies on the output schema (not shown) for return info but omits prerequisites and context.

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

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

Parameter 'semester' has 0% schema description coverage. The description adds an example ('Semester 3') but does not specify acceptable formats or values, leaving ambiguity about input validity.

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

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

The description uses the verb 'Get' with the resource 'SGPA' and specifies 'for a specific semester', making the primary function clear. It implicitly differentiates from sibling tools like 'get_cgpa' (overall) but does not explicitly name them, so not a 5.

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

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

No guidance is provided on when to use this tool versus alternatives (e.g., 'get_cgpa', 'get_grades'). The example 'Semester 3' offers a hint but no explicit context or exclusions.

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