studentvue_get_grades

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

With no annotations, the description carries the full behavioral burden. It implies a safe read ('Get') and notes the source is 'official', but says nothing about authentication requirements, freshness or caching of marks, rate limits, or error behavior when the portal is unreachable.

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?

A single front-loaded sentence with no filler; the resource and data source come first and every word earns its place.

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?

It conveys the shape of the return (course marks and percentages) which partially compensates for the absent output schema, but with no annotations and no parameters, more behavioral detail about reliability or scope would be needed to be fully complete.

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?

The tool takes zero parameters and the schema is empty, so there is nothing for the description to disambiguate. Baseline 4 applies.

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?

Names a specific verb ('Get') and resource ('current course marks and percentages') and identifies the data source (FCPS StudentVUE). It is distinguishable from the schoology_* siblings, though it does not explicitly contrast with studentvue_get_assignments, which is the closest neighbor.

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 when-to-use guidance, prerequisites, or alternatives are stated. The agent must infer that this is the tool for marks rather than assignments purely from the resource noun.

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