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Fiveable for AP Teachers

by io.github.thinkfiveable
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Import essays from Google Classroom

import_essays_from_google_classroom

Adds selected Google Classroom turn-in handles to a grading session. Reads authorized Google Docs directly; optional teacher-provided text supports other files or missing Google access. Names come from the Classroom roster. Existing session submissions are skipped. Records the source Classroom assignment for subsequent approved-grade export. Returns counts only.

Tool call template

Replace each placeholder with a value matching the input schema. Only required parameters are included; add optional parameters as needed.

{
  "id": 1,
  "jsonrpc": "2.0",
  "method": "tools/call",
  "params": {
    "arguments": {
      "sessionId": "<sessionId>",
      "courseId": "<courseId>",
      "courseWorkId": "<courseWorkId>",
      "turnIns": "<turnIns>"
    },
    "name": "import_essays_from_google_classroom"
  }
}

Input Schema

NameRequiredDescriptionDefault
turnInsYes
courseIdYesId from list_google_classroom_work.
sessionIdYesGrading session id from list_grading_sessions or create_grading_session.
courseWorkIdYesId from list_google_classroom_work.

Output 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. First observed

TDQS

A3.8/5.0
Behavior4/5

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

Annotations declare readOnlyHint=false, idempotentHint=false, destructiveHint=false, and openWorldHint=true. The description goes beyond them by disclosing side effects: duplicate submissions are skipped, the source Classroom assignment is recorded for later grade export, and only counts are returned. This is useful behavioral context an agent cannot get from the annotations alone.

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?

Four compact sentences, front-loaded with the core action, followed by sourcing, skip behavior, side effects, and return shape. No filler; every sentence carries distinct 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?

For a write tool with four required parameters, an output schema, and moderate nested structure, the description covers sourcing, deduplication, export linkage, and return granularity. It is complete enough to call correctly, with only the lack of explicit sibling routing as a minor gap.

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 75% with all five properties described. The description adds meaning beyond the schema by explaining the trade-off between reading an authorized Doc directly versus supplying teacher-provided text, and by clarifying that handles originate from the Classroom roster/list_google_classroom_work.

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

Purpose4/5

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

The description states a specific verb and resource: adding Google Classroom turn-in handles to a grading session. The Classroom-specific scope distinguishes it from import_essays_from_files and import_essays_from_text, though it never names those siblings explicitly, so an agent must infer the routing.

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

Usage Guidelines3/5

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

It supplies relevant context (names come from the Classroom roster, existing submissions are skipped, and teacher-provided text covers files lacking Google access), which implies when to use it. However, it never states when to prefer this tool over import_essays_from_files or import_essays_from_text, so the selection guidance is left to inference.

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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