AbstractBackgroundThere are many potential variables that may confound trial results; Sadler, et al. (2017) supported use of Rater Training as an effective method to improve the reliability and accuracy of endpoint measures. Consistent administration and scoring of cognitive assessments are critical to the success of AD trials.MethodThis analysis examines the benefits of implementing an Applied Skills Assessment (ASA) component to standardized Rater Training programs across multiple AD trials. Data was collected from four trials, Phase II and POC, with raters of varying education and experience levels. A detailed review of conceptual knowledge was followed by an Applied Skills Assessment. The ASA required each rater to demonstrate their proficiency with administering a critical cognitive measure for each respective study (such as the Alzheimer’s Disease Assessment Scale‐Cognitive Subscale (ADAS‐Cog), Mini Mental State Examination (MMSE), Hopkins Verbal Learning Test‐Revised (HVLT‐R) and the Severe Impairment Battery (SIB)). Each ASA was evaluated by highly experienced and trained members of a clinical assessment team with immediate feedback delivered.ResultData was acquired from 314 raters of various education and experience levels across eight different countries. Following the detailed conceptual knowledge review, 62% of raters demonstrated errors during the Applied Skills Assessment. There was no notable difference identified across educational degree however there was a dispersion across experience level. It was found that 50% of errors demonstrated were made by raters who reported 0–5 years of Alzheimer’s research experience. Improved performance was observed among raters in the categories of 6–10 years and >10 years of Alzheimer’s Research Experience with a lower rate of error of 22% and 28%, respectively.ConclusionResults support the value in implementing an applied skills exercise to enhance the Rater Training programs for cognitive assessments. Khan (2016) suggests that rater performance tends to significantly improve with re‐training and feedback which applies across various experience levels. A training involving the evaluation of a rater’s applied performance, that includes feedback by a skilled assessor, may prove to be instrumental in contributing to the enrollment of appropriate study participants and achievement of high‐quality reliable endpoint data in Alzheimer’s Disease research.