get_student_analyticsGet per-student activity analytics for a course. Returns page views, participations, and submission timeline for a specific student.
Get per-student activity analytics for a course. Returns page views, participations, and submission timeline for a specific student.
| Name | Required | Description | Default |
|---|---|---|---|
| course_id | Yes | The Canvas course ID | |
| student_id | Yes | The Canvas user ID of the student |
Changes observed during successful MCP inspections.
v1.18.15Input schema / properties / course_id / anyOfAdded value: +[
+ {
+ "exclusiveMinimum": 0,
+ "maximum": 9007199254740991,
+ "type": "integer"
+ },
+ {
+ "pattern": "^[1-9][0-9]{0,18}$",
+ "type": "string"
+ }
+]Input schema / properties / course_id / typeRemoved value: -"number"Input schema / properties / student_id / anyOfAdded value: +[
+ {
+ "exclusiveMinimum": 0,
+ "maximum": 9007199254740991,
+ "type": "integer"
+ },
+ {
+ "pattern": "^[1-9][0-9]{0,18}$",
+ "type": "string"
+ }
+]Input schema / properties / student_id / typeRemoved value: -"number"v1.18.11Input schema / $schemaPrevious value: -"http://json-schema.org/draft-07/schema#"New value: +"https://json-schema.org/draft/2020-12/schema"v1.18.0Does the description disclose side effects, auth requirements, rate limits, or destructive behavior?
Annotations already declare readOnlyHint=true and openWorldHint=true, so the safety profile is covered. The description adds the return contents (page views, participations, submission timeline), which is genuinely useful, but says nothing about permissions required to view another student's data, time-range behavior, or rate limits.
Agents need to know what a tool does to the world before calling it. Descriptions should go beyond structured annotations to explain consequences.
Is the description appropriately sized, front-loaded, and free of redundancy?
Two tight sentences with zero filler; the scope qualifier and the returned metrics are both front-loaded in the first sentence. Nothing could be removed without losing information.
Shorter descriptions cost fewer tokens and are easier for agents to parse. Every sentence should earn its place.
Given the tool's complexity, does the description cover enough for an agent to succeed on first attempt?
With no output schema, the description carries the return-value burden and does name the three metric families returned. It is adequate for a simple 2-parameter read tool, though it omits any notion of time range or aggregation granularity that an analytics consumer would want.
Complex tools with many parameters or behaviors need more documentation. Simple tools need less. This dimension scales expectations accordingly.
Does the description clarify parameter syntax, constraints, interactions, or defaults beyond what the schema provides?
Schema description coverage is 100%, and both parameters (course_id, student_id) are already documented in the schema. The description's 'for a course' and 'for a specific student' merely echo those fields without adding format, valid-ID, or lookup guidance. Baseline 3 applies when the schema does the heavy lifting.
Input schemas describe structure but not intent. Descriptions should explain non-obvious parameter relationships and valid value ranges.
Does the description clearly state what the tool does and how it differs from similar tools?
States a specific verb (Get) plus resource and scope (per-student activity analytics for a course), and enumerates what it returns (page views, participations, submission timeline). It is implicitly distinguishable from siblings like get_course_analytics and get_assignment_analytics by scope, but never names them, so the differentiation is left to inference.
Agents choose between tools based on descriptions. A clear purpose with a specific verb and resource helps agents select the right tool.
Does the description explain when to use this tool, when not to, or what alternatives exist?
The scoping to 'a specific student' implies when this tool is appropriate, but there is no explicit when-to-use guidance, no mention of prerequisites (e.g., needing enrollment or teacher permission), and no pointer to the aggregating alternatives like get_course_analytics. Usage is inferable but not stated.
Agents often have multiple tools that could apply. Explicit usage guidance like "use X instead of Y when Z" prevents misuse.