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Get Course History

get_course_history
Read-onlyIdempotent

Show the crawl history and change timeline for a specific course. Includes each crawl snapshot (date, item counts, content hash) and a changelog of all detected modifications.

Args:

  • subject (string): Subject slug (e.g., 'science')

  • grade (integer): Grade level (0=K, 1-12)

  • course (string, optional): Course slug (e.g., 'chemistry'). If omitted, shows history for all courses at subject+grade.

Returns: Timeline of crawl snapshots and detected changes per course.

Input Schema

TableJSON Schema
NameRequiredDescriptionDefault
gradeYesGrade level (0=Kindergarten, 1-12)
courseNoCourse slug (e.g., 'chemistry'). If omitted, shows history for all courses at subject+grade.
subjectYesBC curriculum subject slug (e.g., 'adst', 'science')

TDQS

A3.8/5.0
Behavior4/5

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

Annotations already declare readOnlyHint=true, idempotentHint=true, and destructiveHint=false, so the absence of safety disclaimers is acceptable. The description adds useful behavioral context beyond annotations by detailing what the timeline contains (crawl snapshots with dates, item counts, content hash) and the optional aggregation behavior when course is omitted, which is valuable for predicting outputs.

Agents need to know what a tool does to the world before calling it. Descriptions should go beyond structured annotations to explain consequences.

Conciseness5/5

Is the description appropriately sized, front-loaded, and free of redundancy?

The description is concise and well-structured: a single clear purpose sentence, followed by a compact Args list and a Returns line. No fluff or redundancy; every sentence contributes essential information.

Shorter descriptions cost fewer tokens and are easier for agents to parse. Every sentence should earn its place.

Completeness4/5

Given the tool's complexity, does the description cover enough for an agent to succeed on first attempt?

No output schema exists, so the description must convey return value expectations; the 'Returns' line provides a high-level summary (timeline of snapshots and changes). It covers the required parameters, optional behavior, and primary output, but could be more explicit about the structure or sorting of the timeline. Still, for a read-only history tool with good annotations, it is sufficiently complete.

Complex tools with many parameters or behaviors need more documentation. Simple tools need less. This dimension scales expectations accordingly.

Parameters3/5

Does the description clarify parameter syntax, constraints, interactions, or defaults beyond what the schema provides?

Schema description coverage is 100%, so the input schema already documents each parameter's meaning and constraints. The description repeats the parameter details without adding new semantics; the only slight addition is reiterating that omitting course returns history for all courses, which is already in the schema. Baseline of 3 is appropriate.

Input schemas describe structure but not intent. Descriptions should explain non-obvious parameter relationships and valid value ranges.

Purpose5/5

Does the description clearly state what the tool does and how it differs from similar tools?

The description uses a specific verb ('Show') and clearly identifies the resource ('crawl history and change timeline for a specific course'), distinguishing it from sibling tools like get_curriculum_changes by emphasizing crawl snapshots and content hashes. It also scopes the operation via subject/grade/course parameters.

Agents choose between tools based on descriptions. A clear purpose with a specific verb and resource helps agents select the right tool.

Usage Guidelines2/5

Does the description explain when to use this tool, when not to, or what alternatives exist?

No explicit guidance on when to use this tool versus alternatives such as get_curriculum_changes or get_course_curriculum. The description only implies usage by describing its functionality and notes optional course omission, but does not state when one should choose this over siblings.

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

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TDQS

A4/5.0
Disambiguation4/5

Each tool has a distinct primary purpose: listing courses, fetching full curriculum, searching, tracking progression, and finding cross-curricular connections. The only potential overlap is between get_competency_connections and search_cross_curricular, both of which handle cross-subject discovery, but they differ in input and output (one is competency-text-driven, the other is grade-and-subject-comparison-driven), so confusion is unlikely with clear descriptions.

Naming Consistency5/5

All tool names follow a consistent verb_noun pattern using snake_case: get_ for retrievals, list_ for enumeration, and search_ for searching. The naming clearly reflects each tool's function, and there are no mixed conventions or vague verbs.

Tool Count5/5

Eight tools is a well-scoped count for a curriculum data server. The set covers the essential needs: discovery (list_courses, search_curriculum), detailed retrieval (get_course_curriculum), cross-curricular analysis (get_competency_connections, search_cross_curricular), progression tracking (get_grade_progression), and change monitoring (get_course_history, get_curriculum_changes). Each tool earns its place without redundancy.

Completeness4/5

The tool surface is quite complete for read-only curriculum access and analysis: it covers listing, full retrieval, search, cross-subject comparison, grade progression, and change/history tracking. A minor gap is that there is no dedicated tool to enumerate subjects or grades independently, though list_courses can filter by subject/grade and indirectly provides that information.