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Fiveable for AP Students

Score a free-response answer

score_frq_response
Idempotent

Submits the student's own response to a Fiveable practice FRQ for saved, asynchronous scoring. Supports text, subparts, drawings/photos, LEQ selection, CSP program code and Business project references. Excludes teacher assignments and exams. Returns a scoring job id for status retrieval, and requestId provides idempotent retries. One free score is available to signed-in students.

Input Schema

TableJSON Schema
NameRequiredDescriptionDefault
frqIdYes
intentNoPrivacy-safe reason for the request. Use explain, quiz, notes, frq, or research; never send the student's raw prompt for analytics.
requestIdNoStable unique request ID. Reuse it only for retries of the same submission; a new response needs a new ID.
programCodeNo
partResponsesYes
promptVariantIdNo
selectedLeqQuestionNo
businessProjectReferenceNo
businessProjectPracticeModeNo

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.

  1. Changed1 schema field changed
    • changedInput schema / properties / requestId / pattern
      Previous value: -"^[A-Za-z0-9_-]{8,128}$"New value: +"^[\\w-]{8,128}$"
  2. First observed

TDQS

A4.6/5.0
Behavior5/5

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

The description adds meaningful behavioral detail beyond the annotations: scoring is saved and asynchronous, a scoring job id is returned for status retrieval, requestId enables idempotent retries, and one free score is available to signed-in students. It aligns with the annotations (readOnlyHint=false, idempotentHint=true) and does not contradict them.

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?

Four dense, front-loaded sentences deliver the core purpose, supported input types, exclusions, return behavior, idempotency, and access constraint without redundancy. No sentence is wasted, and the most important scoping information appears first.

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?

Given the tool's complexity (9 parameters, nested objects, output schema) and the low schema coverage, the description covers the main behavioral contract well: what to submit, what to expect back, and retry semantics. It does not explain how to choose between businessProjectPracticeMode values or why promptVariantId is constrained, so it is slightly incomplete for the full optional surface.

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 description coverage is only 22%, so the description needs to compensate, and it does by enumerating supported content types (text, subparts, drawings/photos, LEQ selection, CSP program code, Business project references) and explaining the purpose of requestId. However, it does not add semantics for intent, promptVariantId, or businessProjectPracticeMode, so some optional parameters remain underspecified.

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 pairs a specific verb ('Submits') with a precise resource ('student's own response to a Fiveable practice FRQ') and characterizes the operation as saved and asynchronous. It explicitly excludes teacher assignments and exams, which helps distinguish it from scoring-related siblings. The scope and exclusions make the tool's purpose unambiguous.

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

Usage Guidelines4/5

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

The description clearly states when to use the tool (student's own practice FRQ responses, including text, drawings, LEQ, CSP, and business projects) and gives an explicit exclusion (teacher assignments and exams). It provides clear context, but does not name which sibling tool to use instead for excluded cases, so it stops short of fully explicit alternative routing.

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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