get_student_info

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

The description conveys a read-only retrieval operation and lists the data included, which is useful behavioral content. However, with no annotations provided, it does not disclose connection/auth requirements, semester handling, or possible error behavior, leaving meaningful gaps.

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 a single concise sentence with no filler. It front-loads the source and the key data scopes, so it is easy to parse quickly.

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 the simple one-parameter schema and no annotations, the description is incomplete because it omits the only parameter's semantics and any dependency on connections. The output schema may explain return structure, but behavioral and invocation context remain underspecified.

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?

Schema description coverage is 0% and the description never mentions the 'semester' parameter. The agent receives no explanation of the semester value format, whether it is needed, or how it affects the returned GPA/CGPA and registration status.

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 a specific verb ('alır') and names a concrete resource: student basic info, advisor, GPA/CGPA, and registration status from METU SAIS. It is clear what the tool returns, though it does not explicitly contrast itself with sibling tools like get_schedule or get_transcript.

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 given about when to use this tool instead of alternatives such as get_transcript or get_schedule. There are no conditions, exclusions, or prerequisites mentioned, so the agent must infer usage solely from the tool name and sibling names.

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