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list_course_submission_files

Read-only

Retrieve every file attachment submitted by students across a course's assignments. Enables bulk archiving of student work before course expiration or account closure.

Instructions

List every file attachment submitted by students across all assignments in a course. Returns a manifest — one entry per file — including the original filename, a file_id for re-fetching via download_file, content type, and size. Useful for bulk-archiving student work before a course expires or a Free-For-Teacher account is concluded. Outputs are bounded by max_files (default 500); when the limit is hit, truncated is true and truncation_note explains how to retrieve the rest. Download URLs are time-limited (typically 1 hour) — use the returned file_id with download_file to get a fresh URL at download time. When CANVAS_PSEUDONYMIZE_STUDENTS is enabled, user_name is a stable per-course pseudonym (e.g. "Student 1"); user_id (the raw numeric Canvas ID) is always returned and works as a stable per-student folder key.

Input Schema

TableJSON Schema
NameRequiredDescriptionDefault
course_idYesCanvas course ID.
max_filesNoMaximum number of file entries to return (1–2000). Default 500. When the limit is hit, truncated is set to true.
student_idsNoRestrict to these student user IDs. Omit to include all students. When CANVAS_PSEUDONYMIZE_STUDENTS is enabled, pass the real Canvas user_id after resolving the pseudonym via resolve_pseudonym.
assignment_idsNoRestrict to these assignment IDs. Omit to scan all assignments.
workflow_stateNoOnly include submissions in this workflow state. Omit to include all states.
attachments_onlyNoWhen true (default), skip submissions that have no file attachments. When false, still only emit file entries but process every submission.
Behavior5/5

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

Annotations already mark readOnlyHint and openWorldHint. The description adds significant behavioral details: pagination with max_files limit, truncation handling, time-limited download URLs requiring download_file, and pseudonymization effects. No contradictions.

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?

The description is a single dense paragraph (~100 words) with no wasted sentences. It starts with the core action, then output, use case, limits, URL expiry, and special conditions—all front-loaded and efficient.

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?

Despite no output schema, the description fully explains the return format (per-file entries with filename, file_id, content type, size), pagination details (truncated flag, truncation_note), and fresh URL retrieval via download_file. It handles the pseudonymization edge case, making it complete for a complex tool.

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%, providing baseline 3. The description adds value beyond schema by explaining the default for max_files and the special nuance for student_ids when pseudonymization is enabled (requiring real user_id). This justifies a 4.

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 uses specific verb 'List every file attachment' and identifies the resource 'submitted by students across all assignments in a course'. It distinguishes the tool from siblings like list_submissions and list_files by focusing on file attachments with a manifest format.

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 explicitly mentions a use case 'bulk-archiving student work before a course expires or a Free-For-Teacher account is concluded' and explains pagination behavior. While it does not contrast with alternatives, the context is clear enough for effective usage.

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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