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Glama

Fiveable for AP Students

Report a content issue to Fiveable

report_content_issue
Idempotent

Submit a content issue to Fiveable support only when the student explicitly asks to report it. This may lead to normal support follow-up. Do not automatically report disagreements or send conversation history, unrelated notes, or personal information. Fiveable resolves the content and reporter identity. Reuse requestId on retries.

Input Schema

TableJSON Schema
NameRequiredDescriptionDefault
contentIdYesExact guide/question/FRQ ID, or the exact canonical key-term path from Fiveable.
requestIdYes
contentTypeYes
descriptionYesOnly the issue the student wants reported; no conversation transcript or unrelated personal notes.
confirmReportYesTrue only after the student explicitly requests sending this issue to Fiveable.

Output Schema

TableJSON Schema
NameRequiredDescriptionDefault
textNoReadable tool result text for clients that consume structured output.
statusYesOperation status: completed, pending, partial, failed, unavailable, or a domain-specific outcome.

Schema Changelog

Changes observed during successful MCP inspections. Dates show when Glama detected each change.

  1. First observed

TDQS

A4.9/5.0
Behavior5/5

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

Beyond the annotations, the description discloses that the report may lead to normal support follow-up, that Fiveable resolves the content and reporter identity, and that requestId should be reused on retries. These are meaningful behavioral traits that the annotations alone do not express, and there is no contradiction with readOnlyHint=false or idempotentHint=true.

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?

Every sentence earns its place: the trigger condition, the follow-up effect, the content boundaries, the identity-handling note, and the retry instruction. The description is compact, front-loaded, and contains no fluff or repetition of schema details.

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?

For a 5-parameter reporting tool with an output schema and supporting annotations, the description covers the essential behavioral context: when to call it, what to exclude, what will happen after submission, and how to handle retries. Nothing critical for correct invocation 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?

The input schema already describes contentId, description, and confirmReport, and the description adds helpful semantics for requestId by framing it as an idempotency key to reuse on retries. It also reinforces that description must contain only the reported issue and not transcript or personal data, although contentType semantics are left entirely to its enum.

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 opens with a specific verb and resource: 'Submit a content issue to Fiveable support.' It makes the tool's sole purpose unmistakable and distinguishes it from the surrounding get/list/score siblings, none of which perform this reporting action.

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?

The description states an explicit trigger condition: 'only when the student explicitly asks to report it.' It also gives clear exclusions ('Do not automatically report disagreements or send conversation history, unrelated notes, or personal information'), telling the agent when not to use the tool and what content must not be included.

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

A3.9/5.0
Disambiguation4/5

Most tools target clearly distinct resources and actions, but a few close pairs exist, such as check_practice_answer vs. submit_practice_answer and get_content_sections vs. get_study_guide. Descriptions clarify the boundaries, yet the sheer number of similar get_* and list_* tools adds some selection risk.

Naming Consistency5/5

All tool names follow a consistent snake_case verb_noun pattern, with verbs like get_, list_, create_, submit_, score_, check_, and update_. The get_my_* and list_my_* conventions for user-specific data are also applied predictably.

Tool Count2/5

With 37 tools, the server is well above the 25-tool threshold for a coherent surface and will be heavy for an agent to navigate. The broad platform scope explains some of the count, but many tools could be consolidated or grouped without losing capability.

Completeness4/5

The tool set covers the major student workflows: content study, MCQ practice, FRQ scoring, diagnostics, study plans, key terms, cheatsheets, exams, assignments, and progress tracking. Minor gaps exist, such as no study plan deletion and no MCP-based exam or assignment submission, but these appear to be deliberate platform boundary limitations.