get_grades_access_info

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

Annotations already declare readOnlyHint=true and openWorldHint=true, so the safety profile is covered. The description adds useful behavioral context about role-dependent results and the typical student outcome canviewallgrades=False, though it does not discuss response structure or limitations beyond that.

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 two compact sentences, front-loads the access-check purpose, and uses the remaining sentence for a useful role-based example and typical value. There is no wasted text.

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 single-parameter read-only permissions check with full schema coverage, existing annotations, and an output schema, the definition supplies enough context to call it correctly. Return-value details can be left to the output schema.

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 100%, and course_id is fully documented as a PLATO/Moodle numeric course id. The description adds context that permissions are checked for a course but does not add parameter syntax or meaning beyond the schema.

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 gives a specific verb and resource: checking grade-related permissions for an account within a course. It clearly distinguishes this access-check tool from grade-fetching siblings like get_grades by focusing on permissions rather than grades themselves.

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?

It implies the tool is used to determine whether the account can view only its own grades or everyone's grades, with teacher/TA and student examples. However, it does not explicitly state when to choose this over get_grades or get_grades_overview, nor does it provide exclusions.

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