get_course_risk_students

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

No annotations are provided, so the description must explain behavior. It states what kind of risk information is returned but does not mention read-only nature, side effects, or authentication. It is sufficient as a query tool description but lacks depth.

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 a single sentence in Vietnamese that is concise and front-loaded. It uses no unnecessary words and directly conveys the tool's purpose.

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?

Given the absence of an output schema, the description does not explain return format or ordering. Five optional parameters imply flexible queries, but the description is brief. It covers the essential use cases but is not fully detailed.

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 input schema has 100% description coverage, so each parameter is already documented. The tool description does not add additional meaning or context beyond what the schema provides. Baseline score applies.

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's purpose in Vietnamese: identifying at-risk students, missing assignments, low effort, pending suspension, or needing reminders. The verb 'get' is implied and it distinguishes from sibling tools like 'get_missing_homework' which is more specific.

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 indicates usage when asking about risk students in a course. It does not explicitly state when not to use or mention alternatives, but the sibling tools provide context. This is clear enough for basic guidance.

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