ed_list_lessons

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

Annotations already declare this as read-only and non-destructive. The description adds value by explaining the return structure (grouped by module, with slide count, deadline, status), which is useful behavioral context beyond the safety hints.

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?

One concise sentence conveys the purpose, grouping, and key output fields with no wasted words. It is front-loaded and easily scannable.

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?

The tool is simple (two params, no output schema), and the description adequately captures what the tool returns. It could mention ordering or pagination, but for a list-lessons operation, the current detail is sufficient.

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%, so both parameters (course_id and response_format) are fully documented in the schema. The description does not add significant parameter-level meaning beyond what the schema already provides, so baseline 3 is appropriate.

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 a specific verb ('list') and resource ('lessons'), and adds meaningful details about grouping and included fields (slide count, due time, status). This distinguishes it from the singular ed_get_lesson sibling.

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 usage for retrieving a lesson list for an Ed course, which is clear from the context. However, it does not explicitly name alternatives or exclusions, though the sibling ed_get_lesson naturally covers single-lesson needs.

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