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Final exam grade needed

final_grade_needed
Read-onlyIdempotent

Use this when the user asks what score they need on a final exam to get a course grade ("I have an 85 and the final is 20%, what do I need for a 90"). Takes the current course grade %, the final exam weight %, and the desired course grade %; returns the score needed on the final, flags when it is impossible (above 100%, or above the max with extra credit) or already secured (any score works), the highest and lowest possible course grades, and the score needed for an A, B, C, or D (90/80/70/60). Assumes the current grade covers the rest of the course weight. Does not calculate GPA (use calculate_gpa) and does not handle point-based gradebooks with unknown category weights.

Input Schema

NameRequiredDescriptionDefault
final_weight_pctYesHow much the final exam counts toward the course grade, as a percent greater than 0, e.g. 20.
target_grade_pctYesCourse grade wanted after the final, as a percent, e.g. 90.
current_grade_pctYesCurrent course grade before the final, as a percent, e.g. 85.
max_final_score_pctNoHighest possible score on the final, default 100. Raise it only if the final has extra credit, e.g. 105.

Output Schema

NameRequiredDescriptionDefault
statusYes
summaryYes
possibleYes
letter_targetsYes
final_weight_pctYes
needed_score_pctYes
target_grade_pctYes
current_grade_pctYes
grade_if_zero_pctYes
needed_score_exactYes
max_final_score_pctYes
best_possible_grade_pctYes

Schema Changelog

Changes observed during successful MCP inspections.

  1. First observed

TDQS

A4.8/5.0
Behavior5/5

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

Goes well beyond the readOnly/idempotent annotations by disclosing the full return payload: score needed, flags for impossible (>100% or above extra-credit max) and already-secured cases, highest/lowest possible course grades, and the A/B/C/D thresholds. It also states the modeling assumption that the current grade covers the remaining course weight, which an agent needs to trust the result.

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

Conciseness4/5

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

Front-loaded with the trigger and the user-question example, then semantics, then exclusions. It is a dense single paragraph with only a slightly long return-value enumeration, but every sentence carries information an agent would otherwise have to guess.

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

Completeness5/5

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

Even though an output schema exists, the description usefully previews return behavior and edge-case flags, and covers the assumption underlying the math plus the exclusions that prevent misuse. Nothing needed to select or invoke it correctly is missing.

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

Parameters4/5

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

Schema coverage is 100%, so baseline is 3; the description adds value by naming the calculated meanings (current grade %, final weight %, desired grade %) and clarifying the extra-credit ceiling behavior tied to max_final_score_pct. It does not add format or default detail beyond the schema, so not a 5.

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?

States a specific verb+resource (compute the score needed on a final exam for a target course grade) and is anchored by a concrete worked example of the user question it answers. It is clearly distinct from the GPA siblings.

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

Usage Guidelines5/5

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

Explicit trigger condition is given ('when the user asks what score they need on a final exam...'), plus explicit exclusions that route to siblings: 'Does not calculate GPA (use calculate_gpa)' and 'does not handle point-based gradebooks with unknown category weights.' This is a clean when/when-not/alternative set.

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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