School MCP

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

No annotations provided, so description carries full burden. It effectively discloses return structure ('Returns each period with...') compensating for the lack of output schema. While it implies read-only safety via 'Get', explicit confirmation of no side effects would strengthen this further.

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 sentences with zero waste. First sentence establishes purpose and scope; second sentence documents return values. Front-loaded with action verb and appropriately sized for the tool's simplicity.

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 zero-parameter read operation, the description is sufficiently complete. It compensates for the missing output schema by detailing the return structure (periods, course details, meeting times). No significant gaps given the low complexity.

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 (baseline 4). The phrase 'for the current term' adds semantic value by explaining why no term-selection parameter is needed, confirming the tool uses implicit context.

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 (Get), resource (student's class schedule), and scope (current term). The return value details (course name, teacher, room number) clearly distinguish this from sibling get_calendar and grade-related tools.

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 explicit when-to-use or when-not-to-use guidance provided. However, the specificity of 'class schedule' versus the sibling 'get_calendar' implies distinct use cases, though an explicit comparison would strengthen agent selection.

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