The components of a cooperating teacher summative evaluation instrument were identified and the extent to which the final grade in student teaching could be determined based upon the evaluation was examined. Specific objectives of the study were to examine the relationship between grade in student teaching and the summative evaluation and determine the amount of variance in the final student teaching grade. The population for the study was all agricultural education graduates who completed student teaching at Ohio State University between 1980 and 1986 (N=283). The Inventory of Student Teacher Traits was completed by cooperating teachers as a summative evaluation of their respective student teachers. The Likert-type instrument included 14 traits rated by the cooperating teachers. Descriptive statistics were used to summarize and analyze the data. Analysis revealed that student teachers attended regularly, were conscientious about learning, and were knowledgeable in safety aspects but not in work knowledge. Of the 14 traits listed, student teachers were rated high on all items. Cooperating teacher evaluations were valued by teacher educators when determining students' final grades. The performance component was more meaningful than the quality component in determining grades. (29 references) (NLA)