get_grades

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

No annotations provided, and the description does not disclose behavioral traits such as authentication requirements, rate limits, or what happens on error (e.g., invalid courseid). It only hints at conditional behavior based on the parameter.

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, well-structured sentence that conveys the purpose and conditional behavior without redundancy. It front-loads the main action and remains concise.

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 one-parameter tool with no output schema, the description covers the core functionality and parameter behavior. However, it could benefit from mentioning the return format or confirming it is a read-only operation.

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 description adds meaning to the courseid parameter by explaining that its presence triggers detailed grades versus an overview. Since schema coverage is 0%, this explanation is essential and effectively clarifies the parameter's role.

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 states the tool retrieves grade overviews for all courses or detailed grades for a specific course when courseid is provided. This distinguishes it from sibling tools like get_assignments or get_course_progress.

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 when to use (when grades are needed) but does not explicitly state when not to use or mention alternatives. It lacks exclusion criteria or context about prerequisites.

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