Get Course Analytics

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

The readOnlyHint annotation already establishes that this is a safe read operation. The description adds meaningful return-behavior detail by specifying the metric type and time granularity, which goes beyond the annotation without contradicting it.

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, front-loaded with the operation and resource, and contains no filler or redundant phrasing. Every sentence adds useful information.

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?

For a simple read-only endpoint with one documented parameter, the description conveys enough to invoke it and understand the basic return content. It does not specify aggregation period or response format, but these are secondary for a straightforward analytics call.

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 coverage for the single parameter is 100%. The description adds modest context by tying the parameter's purpose to course-level analytics rather than student- or assignment-level analytics, but it does not elaborate on required format or expectations.

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 clearly identifies the operation ('Get'), the resource ('course-level analytics'), and the return content ('daily page view and participation counts'). It does not explicitly distinguish itself from the sibling get_course_activity_stream, but the emphasis on aggregated counts helps an agent infer the difference.

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?

The description implies this is the course-level analytics endpoint, but it does not explain when to choose it over get_student_analytics or get_course_activity_stream, nor does it mention any exclusions or limitations.

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