School MCP

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

With no annotations provided, description carries full burden and successfully discloses key behavioral trait: sorting logic ('sorted by impact'). Also clarifies scope ('every course' with no filtering). Missing safety/auth details, but 'Find' implies read-only operation.

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?

Two efficient sentences with zero waste. Front-loaded with core action ('Find all missing...'), followed by return behavior and value proposition. Every clause 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?

Despite lacking output schema, description adequately explains return characteristics (sorted by point value/impact) and scope. Sufficient for a zero-parameter tool, though return data structure details would elevate to 5.

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?

Zero parameters present in schema, meeting baseline expectation of 4. Description appropriately focuses on behavior rather than non-existent parameters.

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?

States specific verb 'Find' with clear resource 'missing or unscored assignments' and scope 'across every course'. Distinguishes from sibling get_assignments_due (upcoming deadlines) by focusing on missing/unscored work, and from grade retrieval tools by targeting specific assignment gaps.

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?

Implies usage context ('so the student knows which missing work hurts their grade the most') suggesting prioritization use cases, but lacks explicit when-to-use guidance or contrasts with alternatives like get_assignments_due or get_failing_or_low_grades.

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