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oliverhruby

EduPage MCP Server

by oliverhruby
OverviewSchemaSourceRelated ServersDiscussionsAdmin
Python
Remote

get_grades

Read-onlyIdempotent

Retrieve the logged-in student's grades from EduPage, filtered by school year or term. Returns the current gradebook when no filters are provided.

Instructions

Get grades for the logged-in student. Read-only.

Args: year: School-year start year to filter by (e.g. 2025 for 2025/26). term: 'FIRST' or 'SECOND' to restrict the term. subdomain: School to query (defaults to the active subdomain).

Returns: dict: {'subdomain', 'grades': [serialized grades with subject, teacher, percent, ...]}.

Notes: - When both year and term are omitted returns the current gradebook. - Use get_school_year to resolve the current school-year start.

Input Schema

TableJSON Schema
NameRequiredDescriptionDefault
termNo
yearNo
subdomainNo

Schema Changelog

Changes observed during successful MCP inspections.

  1. Changed6 schema fields changedv0.6.0
    • addedInput schema / properties / subdomain / anyOf
      Added value: +[
+  {
+    "type": "string"
+  },
+  {
+    "type": "null"
+  }
+]
    • removedInput schema / properties / subdomain / type
      Removed value: -"string"
    • addedInput schema / properties / term / anyOf
      Added value: +[
+  {
+    "type": "string"
+  },
+  {
+    "type": "null"
+  }
+]
    • removedInput schema / properties / term / type
      Removed value: -"string"
    • addedInput schema / properties / year / anyOf
      Added value: +[
+  {
+    "type": "integer"
+  },
+  {
+    "type": "null"
+  }
+]
    • removedInput schema / properties / year / type
      Removed value: -"integer"
  2. First observedv0.4.6

TDQS

A4.5/5.0
Behavior4/5

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

Annotations already declare readOnly/idempotent/non-destructive/openWorld, so 'Read-only' is redundant. However the description adds genuine behavioral context beyond annotations: omitting year+term yields the current gradebook, and subdomain defaults to the active subdomain.

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?

Args/Returns/Notes sections are front-loaded with purpose first and every line conveys usable information. Minor redundancy in restating 'Read-only' that annotations already cover, but no padding overall.

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?

With no output schema, the description supplies the return shape ({'subdomain', 'grades': [...] with subject, teacher, percent}), documents defaults, and cross-references get_school_year. An agent has everything needed to invoke and interpret the call.

Complex tools with many parameters or behaviors need more documentation. Simple tools need less. This dimension scales expectations accordingly.

Parameters5/5

Does the description clarify parameter syntax, constraints, interactions, or defaults beyond what the schema provides?

Schema description coverage is 0%, so the description carries the full burden and does: it explains `year` semantics with a concrete example (2025 for 2025/26), supplies the enum-like `term` values ('FIRST' or 'SECOND'), and documents `subdomain`'s default. Nothing about the three params is left ambiguous.

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 first sentence states a specific verb and resource scoped to the logged-in student ('Get grades for the logged-in student'), which cleanly separates it from the timetable, meal, and roster siblings. Scope (own grades, not arbitrary students) is explicit.

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?

It tells the agent the default behavior ('When both `year` and `term` are omitted returns the current gradebook') and routes to a sibling ('Use `get_school_year` to resolve the current school-year start'). There is no explicit when-not-to-use, but the selection logic is clear.

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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