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student-tutor

给学生用其所在年级听得懂的语言通俗讲解题目,并生成举一反三练习。当用户给出年级 + 题目(文字或图片)希望得到讲解、辅导、"讲到孩子能听懂"、出同类练习题时使用。覆盖小学到高中的数学、物理、化学、语文、英语、生物等学科。输出为当前项目 markdown/ 目录下的两个 Markdown 文件:讲解文件与配套练习文件。

76

Quality

96%

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SKILL.md
Quality
Evals
Security

Quality

Content

92%Weight 40%Scale 1-5

Reviews the quality of instructions and guidance provided to agents. Good implementation is clear, handles edge cases, and produces reliable results.

A well-structured, highly actionable instruction skill: an 8-step workflow with a genuine self-check loop, concrete templates and file conventions, and clean offloading of grade baselines and a worked example to real reference files. The only real weakness is redundancy — the rules appear in the workflow overview, the detailed sections, and again in the checklist.

Suggestions

Trim the triple restatement of the same rules: either drop the 8-step 工作流程 summary of steps 5–8 (keeping it to input/reading/grade-baseline steps) or slim the 质量自检清单 to only the checks not already enforced inline, since the workflow, detail sections, and checklist each repeat the same requirements.

Cut motivational rationale aimed at the reader rather than the task (e.g., "这是关键:只有说中他心里那个'想当然',他才会被点醒" and "学生看不懂自己为什么会错,下次还会犯同样的错") — state the requirement itself; the imperative plus the four-step template already carries the instruction.

Merge the '第一步:确认输入' section into workflow step 1–2, since it only expands two bullets that the 工作流程 already lists, removing one of three passes over the same input-handling rules.

DimensionReasoningScore

Conciseness

The body is dense with skill-specific prescriptive content (grade language baselines, error-explanation format, image rules, file naming) and avoids explaining concepts Claude already knows, fitting the 'efficient; minor instances that could be trimmed' anchor. However, the 8-step 工作流程 overview, the 第一步 section, and the 质量自检清单 each restate the same rules a second or third time, and rationale sentences like "只有说中他心里那个'想当然',他才会被点醒" add persuasion Claude doesn't need — noticeable but not enough padding to drop to 3.

4 / 5

Actionability

Guidance is fully concrete: a copy-paste-ready MCP call example with the exact prompt text, exact file paths and naming patterns (markdown/<英文短名>-讲解.md, svg/ vs markdown/svg/ path note), counts (3~5 题, 0~2 images), the ordered 解法-priority rule, and a four-step template for error explanations. Per the instruction-skill scoring note, this level of specific executable guidance earns the top anchor.

5 / 5

Workflow Clarity

An explicit 8-step numbered workflow ends in a validation checkpoint — "自检 → 对照'质量自检清单'逐项核对后再交付" — with the checklist re-verifying computed answers, grade-baseline compliance, and file output. This matches the anchor with explicit validation steps and a checklist; level 4 would leave checkpoints implicit.

5 / 5

Progressive Disclosure

SKILL.md stays a lean overview while grade-level language rules and a full worked example are pushed to real one-level-deep references (references/grade_levels.md, references/examples.md — both verified to exist and substantive), clearly signaled in the 资源 section with per-file purpose and read-when instructions. This is the clear-overview anchor; nothing is deeply nested or buried.

5 / 5

Total

19

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20

Passed

Description

100%Weight 40%Scale 1-5

Based on the skill's description, can an agent find and select it at the right time? Clear, specific descriptions lead to better discovery.

A strong description: it states what the skill does, exactly when to use it in the user's own natural phrasing, defines input forms and subject/grade scope, and specifies the concrete output artifacts. No over-claims or filler.

DimensionReasoningScore

Specificity

The description lists multiple concrete, specific actions: "通俗讲解题目" in the student's grade-level language, "生成举一反三练习", accepting input as "文字或图片", covering a defined subject range (小学到高中的数学、物理、化学…), and writing two named Markdown files to a specific output directory. This matches the 'comprehensive coverage of specific concrete actions' anchor; the only level below (4) would require minor gaps in coverage, but inputs, actions, scope, and outputs are all addressed.

5 / 5

Completeness

Both 'what' (grade-appropriate explanation + generated analogous practice problems, output as two files) and 'when' ("当用户给出年级 + 题目(文字或图片)希望得到讲解、辅导…时使用") are explicitly and concretely stated with trigger phrases. This is the anchor-5 pattern; level 4 would leave the 'when' clause less explicit, which is not the case here.

5 / 5

Trigger Term Quality

It captures the natural phrases a user would actually say: "讲解", "辅导", "讲到孩子能听懂", "出同类练习题/举一反三", plus the input shape ("年级 + 题目" as text or image). These are the exact colloquial trigger terms for this need, with synonyms covered, matching the comprehensive-synonyms anchor rather than the 'a few natural terms missing' (4) anchor.

5 / 5

Distinctiveness Conflict Risk

It carves a clear niche — grade-locked tutoring explanation plus practice-problem generation with a two-file markdown output — triggered only by the specific '年级 + 题目' pattern. It is unlikely to fire for generic explanation or document skills, matching the 'clear niche with distinct triggers; minimal conflict risk' anchor rather than the 'minor overlap risk' (4) anchor.

5 / 5

Total

20

/

20

Passed

Validation

93%

Checks the skill against the spec for correct structure and formatting. All validation checks must pass before discovery and implementation can be scored.

Validation — 15 / 16 Passed

Validation for skill structure

CriteriaDescriptionResult

relative_links

Relative link issues: 1 missing

Warning

Total

15

/

16

Passed

Repository
digoal/blog
Reviewed

Table of Contents

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