CHES Exam Study Guide 2023 with complete solution
Evaluation
assess a process or program to provide evidence and feedback for the program.
Research
is an organized process using the scientific method for investigating problems. Can be
conducted with the intent to generalize findings from a sample to a larger population.
Does not always aim for, or achieve, evaluative conclusions, and it is restricted to
empirical (rather than evaluative) data. Bases observed, measured, or calculated
conclusions on that data.
Reliability
the consistency, dependability, and stability of the measurement process.
Validity
the degree to which a test or assessment measures what it is intended to measure.
Variables
operational forms of a construct. Designate how the construct will be measured in
designated scenarios.
Formative Evaluation
looks at an ongoing process of evaluation from planning through implementation.
Identifying and assessing the strengths and weaknesses of the way a health educator
implements a program. Allows for continual assessment; allows for monitoring progress,
troubleshooting, and corrective actions.
Process Evaluation
any combination of measures that occur as a program is implemented to assure or
improve the quality of performance or delivery
Summative Evaluation
often associated with measures of judgments that enable the investigator to draw
conclusions. It is also commonly associated with impact and outcome evaluations.
Focuses on the outcomes or products
Impact Evaluations
focuses on immediate and observable effects of a program leading to the desired
outcomes.
Outcome Evaluation
focused on the ultimate goal, product or policy. Often measured in terms of morbidity
and mortality.
Purpose Statement
identifies in detail what the health education specialist wants to learn over the course of
an evaluation or research project. Usually a sentence or two written with specificity and
detail. Helps to focus and guide efforts involved with data collection and analysis.
Evaluation Questions
specifically developed questions. Help to establish boundaries for the evaluation by
stating what aspects of the program will be addressed. Creating encourages
stakeholders to reveal what they believe the evaluation should answer. Use to monitor
and measure processes, activities, outputs and expected outcomes.
Search Strategies
,typically require health education specialists to:
identify key search terms
identify a period of time to conduct the search
characteristics of the target population
health conditions of interest.
Systematic Reviews
a published qualitative review of a comprehensive synthesis of publications on particular
topics.
Meta-analyses
a systematic method of evaluating statistical data based on results of several
independent studies of the same problem.
Pooled analyses
a method for collecting all the individual data from a group of studies, combining them
into one large set of data, and then analyzing the data as it came from one big study.
Quantitative Methodology
focuses on quantifying, or measuring, things related to health education programs
through the use of numerical data to help describe, explain, or predict phenomena.
Qualitative Methodology
descriptive in nature and attempts to discover meaning or interpret why phenomena are
occurring.
Mixed Methods Approach
data collection to "tell the story" and describe classifications, as well as to indicate why
a phenomenon is occurring within a population
Health and Psychosocial Instruments (HaPI) database
help health education specialists identify useful existing data collection instruments.
Database collects rating scales, questionnaires, checklists, tests, interview schedules,
and coding schemes/manuals for health and social sciences. Health and psychosocial
instruments in this database are used and/or published in literature and often recognize
reliability and validity concerns. Used for assessment and/or evaluation purposes.
Logic Model
used in evaluation to assist in describing key aspects of programs in terms of a simple
flow chart.
Inputs
resources, contributions, and other investments that go into a program. Human, fiscal,
physical, and intellectual resources needed to address the objectives of a program.
Outputs
the activities, services, and products that will reach the participants of a program.
Activities, products and services that will influence short-term outcomes.
Outcomes
are often depicted as short-term, intermediate, or long-term.
Short-term Outcomes
often described as quantifiable changes in knowledge, skills or access to resources that
happen if planned activities are successfully carried out. Changes in knowledge or skills
among participants of the program.
Intermediate Outcomes
, measured in terms of changes in behaviors that result from achievement of the short-
term outcomes. Changes in behaviors or policy.
Long-term Outcomes
measured in terms of fundamental changes in conditions leading to morbidity or
mortality. Changes in morbidity or mortality.
Data Analysis Plan
begin with the planning of a program. Determines if outcomes were different than
expected. Goal is to reduce, synthesize, organize, and summarize information to make
sense of it.
Quantitative
closed-ended items - respondents make selections that represent their knowledge,
attitude or self-reported behavior from predetermined lists, scales or categories.
Participants choose a response predetermined by the researcher; they may be multiple
choice, categorical, Likert-scale, ordinal or numerical. Lend themselves more readily to
mathematical operations and advanced statistical analysis.
Qualitative
open-ended items solicit written or verbal responses to items that cannot be adequately
answered with a single word or phrase. Participants offer in their own words and provide
descriptive information. Enables the researcher to describe the phenomena of interest
in great detail and in the original language of the research participants.
Content validity
(face) considers the instrument's items of measurement for the relevant areas of
interest.
Criterion Validity
refers to one measure's correlation to another measure of a variable.
Construct Validity
ensures that the concepts of an instrument relate to the concepts of a particular theory.
Reliability
assess whether the instrument is measuring concepts consistently.
Internal Consistency
considers intercorrelations among items within an instrument
Test-Retest Reliability
considers evidence of stability over time.
Rater Reliability
considers differences among scorers of items and control for variation due to error
introduced by rater perceptions.
Attainment
focused on program objectives and the program goals, serve as standards for
evaluation.
Decision-Making
based on four components designed to provide the user with the context, input,
processes and products with which to make decisions.
Goal-Free
not based on goals; evaluator searches for all outcomes including unintended positive
and negative side effects.
Naturalistic
Evaluation
assess a process or program to provide evidence and feedback for the program.
Research
is an organized process using the scientific method for investigating problems. Can be
conducted with the intent to generalize findings from a sample to a larger population.
Does not always aim for, or achieve, evaluative conclusions, and it is restricted to
empirical (rather than evaluative) data. Bases observed, measured, or calculated
conclusions on that data.
Reliability
the consistency, dependability, and stability of the measurement process.
Validity
the degree to which a test or assessment measures what it is intended to measure.
Variables
operational forms of a construct. Designate how the construct will be measured in
designated scenarios.
Formative Evaluation
looks at an ongoing process of evaluation from planning through implementation.
Identifying and assessing the strengths and weaknesses of the way a health educator
implements a program. Allows for continual assessment; allows for monitoring progress,
troubleshooting, and corrective actions.
Process Evaluation
any combination of measures that occur as a program is implemented to assure or
improve the quality of performance or delivery
Summative Evaluation
often associated with measures of judgments that enable the investigator to draw
conclusions. It is also commonly associated with impact and outcome evaluations.
Focuses on the outcomes or products
Impact Evaluations
focuses on immediate and observable effects of a program leading to the desired
outcomes.
Outcome Evaluation
focused on the ultimate goal, product or policy. Often measured in terms of morbidity
and mortality.
Purpose Statement
identifies in detail what the health education specialist wants to learn over the course of
an evaluation or research project. Usually a sentence or two written with specificity and
detail. Helps to focus and guide efforts involved with data collection and analysis.
Evaluation Questions
specifically developed questions. Help to establish boundaries for the evaluation by
stating what aspects of the program will be addressed. Creating encourages
stakeholders to reveal what they believe the evaluation should answer. Use to monitor
and measure processes, activities, outputs and expected outcomes.
Search Strategies
,typically require health education specialists to:
identify key search terms
identify a period of time to conduct the search
characteristics of the target population
health conditions of interest.
Systematic Reviews
a published qualitative review of a comprehensive synthesis of publications on particular
topics.
Meta-analyses
a systematic method of evaluating statistical data based on results of several
independent studies of the same problem.
Pooled analyses
a method for collecting all the individual data from a group of studies, combining them
into one large set of data, and then analyzing the data as it came from one big study.
Quantitative Methodology
focuses on quantifying, or measuring, things related to health education programs
through the use of numerical data to help describe, explain, or predict phenomena.
Qualitative Methodology
descriptive in nature and attempts to discover meaning or interpret why phenomena are
occurring.
Mixed Methods Approach
data collection to "tell the story" and describe classifications, as well as to indicate why
a phenomenon is occurring within a population
Health and Psychosocial Instruments (HaPI) database
help health education specialists identify useful existing data collection instruments.
Database collects rating scales, questionnaires, checklists, tests, interview schedules,
and coding schemes/manuals for health and social sciences. Health and psychosocial
instruments in this database are used and/or published in literature and often recognize
reliability and validity concerns. Used for assessment and/or evaluation purposes.
Logic Model
used in evaluation to assist in describing key aspects of programs in terms of a simple
flow chart.
Inputs
resources, contributions, and other investments that go into a program. Human, fiscal,
physical, and intellectual resources needed to address the objectives of a program.
Outputs
the activities, services, and products that will reach the participants of a program.
Activities, products and services that will influence short-term outcomes.
Outcomes
are often depicted as short-term, intermediate, or long-term.
Short-term Outcomes
often described as quantifiable changes in knowledge, skills or access to resources that
happen if planned activities are successfully carried out. Changes in knowledge or skills
among participants of the program.
Intermediate Outcomes
, measured in terms of changes in behaviors that result from achievement of the short-
term outcomes. Changes in behaviors or policy.
Long-term Outcomes
measured in terms of fundamental changes in conditions leading to morbidity or
mortality. Changes in morbidity or mortality.
Data Analysis Plan
begin with the planning of a program. Determines if outcomes were different than
expected. Goal is to reduce, synthesize, organize, and summarize information to make
sense of it.
Quantitative
closed-ended items - respondents make selections that represent their knowledge,
attitude or self-reported behavior from predetermined lists, scales or categories.
Participants choose a response predetermined by the researcher; they may be multiple
choice, categorical, Likert-scale, ordinal or numerical. Lend themselves more readily to
mathematical operations and advanced statistical analysis.
Qualitative
open-ended items solicit written or verbal responses to items that cannot be adequately
answered with a single word or phrase. Participants offer in their own words and provide
descriptive information. Enables the researcher to describe the phenomena of interest
in great detail and in the original language of the research participants.
Content validity
(face) considers the instrument's items of measurement for the relevant areas of
interest.
Criterion Validity
refers to one measure's correlation to another measure of a variable.
Construct Validity
ensures that the concepts of an instrument relate to the concepts of a particular theory.
Reliability
assess whether the instrument is measuring concepts consistently.
Internal Consistency
considers intercorrelations among items within an instrument
Test-Retest Reliability
considers evidence of stability over time.
Rater Reliability
considers differences among scorers of items and control for variation due to error
introduced by rater perceptions.
Attainment
focused on program objectives and the program goals, serve as standards for
evaluation.
Decision-Making
based on four components designed to provide the user with the context, input,
processes and products with which to make decisions.
Goal-Free
not based on goals; evaluator searches for all outcomes including unintended positive
and negative side effects.
Naturalistic
