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Fiveable for AP Students

Create a study plan

create_study_plan
Idempotent

Creates and saves a trackable Fiveable study plan from the student's topic and available time. Free for signed-in students; uses Fiveable's existing generator and verified resource catalog. Takes up to a few minutes. Reuse requestId and identical input after a timeout.

Input Schema

TableJSON Schema
NameRequiredDescriptionDefault
scopeYes
timeUnitYes
requestIdYesUnique id for this intended action. Reuse it with identical input on retries.
timeAmountYes
subjectSlugYes

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. Dates show when Glama detected each change.

  1. First observed

TDQS

B3.3/5.0
Behavior4/5

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

The annotations already indicate non-read-only, non-destructive, idempotent behavior. The description adds valuable context beyond those annotations: it can take a few minutes, it is free for signed-in students, and it uses a generator and verified resource catalog. The retry guidance about reusing requestId with identical input meaningfully complements the idempotentHint annotation.

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?

The description is compact and front-loaded with the core action. Each sentence contributes useful information: purpose, access constraint, latency expectation, and retry behavior. It avoids fluff, though slightly more structure around parameter meaning could improve it.

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 mutating, idempotent tool with a timeout and an output schema, the description covers the key operational concerns: cost/access, expected duration, and retry handling. It does not explain prerequisites like how to obtain a valid subjectSlug or what should be passed in scope, but the output schema and sibling tools partially cover that context.

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

Parameters2/5

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

Schema description coverage is only 20%, with only requestId documented in the schema. The description broadly maps inputs to 'topic and available time,' but it does not explain subjectSlug, scope, timeAmount, or timeUnit semantics enough to compensate for the low schema coverage. More specific parameter guidance would be needed for reliable invocation.

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 action ('Creates and saves') on a clear resource ('trackable Fiveable study plan') with explicit inputs ('topic and available time'). It clearly identifies a creation operation distinct from the get/list/update siblings, though it does not explicitly name those alternatives.

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

Usage Guidelines2/5

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

The description gives no explicit guidance on when to use this tool versus alternatives like get_study_plan, list_my_study_plans, or update_study_plan_tasks. It mentions that it is free for signed-in students, which implies an access condition, but it does not state when not to use the tool or which sibling should be chosen instead.

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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TDQS

A3.9/5.0
Disambiguation4/5

Most tools target clearly distinct resources and actions, but a few close pairs exist, such as check_practice_answer vs. submit_practice_answer and get_content_sections vs. get_study_guide. Descriptions clarify the boundaries, yet the sheer number of similar get_* and list_* tools adds some selection risk.

Naming Consistency5/5

All tool names follow a consistent snake_case verb_noun pattern, with verbs like get_, list_, create_, submit_, score_, check_, and update_. The get_my_* and list_my_* conventions for user-specific data are also applied predictably.

Tool Count2/5

With 37 tools, the server is well above the 25-tool threshold for a coherent surface and will be heavy for an agent to navigate. The broad platform scope explains some of the count, but many tools could be consolidated or grouped without losing capability.

Completeness4/5

The tool set covers the major student workflows: content study, MCQ practice, FRQ scoring, diagnostics, study plans, key terms, cheatsheets, exams, assignments, and progress tracking. Minor gaps exist, such as no study plan deletion and no MCP-based exam or assignment submission, but these appear to be deliberate platform boundary limitations.