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Chats sin responder

list_waiting_chats
Read-only

Lists classroom conversations whose last message is from the student, returning that message so teachers can spot unanswered student replies.

Instructions

[Equipo del aula · solo lectura] Lista las conversaciones del aula cuyo último mensaje es del estudiante, con ese mensaje.

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": {
      "classroom_id": "<classroom_id>"
    },
    "name": "list_waiting_chats"
  }
}

Input Schema

NameRequiredDescriptionDefault
classroom_idYesAula

Schema Changelog

Changes observed during successful MCP inspections.

  1. First observedv0.2.0

TDQS

A3.8/5.0
Behavior4/5

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

Annotations already cover the safety profile (readOnlyHint=true, destructiveHint=false, openWorldHint=false), so the description's burden is lower. It still adds real value by disclosing the selection rule (last message authored by the student) and the return content ('con ese mensaje'). It omits ordering and whether results are capped or paginated.

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?

A single sentence with the scope tag front-loaded and zero redundant wording; the defining filter arrives immediately after the audience marker.

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 one-parameter, read-only listing tool with no output schema, the description supplies the essential behavior: the selection criterion and the fact that the student's last message is returned. Ordering, result limits, and behavior for empty results remain unspecified, but nothing critical to calling it is missing.

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?

There is a single parameter (classroom_id) with 100% schema description coverage, so the schema carries the documentation. The description only restates that the listing is scoped to 'el aula' and adds no format, default, or scoping nuance 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?

States a specific verb and resource ('Lista las conversaciones del aula') and defines the 'waiting' condition precisely: the last message is from the student, and that message is included. It does not name a sibling (e.g., get_chat_thread for a single thread, reply_chat for acting on one), so it falls short of the top mark even though the filter itself is unambiguous.

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?

The bracketed tag '[Equipo del aula · solo lectura]' signals the intended audience and that no write occurs, which implies the triage use case. However, there is no explicit statement of when to prefer this over get_chat_thread, set_chat_status, or reply_chat, so the routing is left to inference.

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