CHES EXAM (CERTIFIED HEALTH EDUCATION
SPECIALIST) NEWEST 2024 EXAM 2 VERSIONS AND
PRACTICE QUESTIONS COMPLETE 500 QUESTIONS AND
CORRECT DETAILED ANSWERS (VERIFIED ANSWERS) |
ALREADY GRADED A+
Evaluation - ANSWER: assess a process or program to provide evidence and feedback
for the program.
Research - ANSWER: 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 - ANSWER: the consistency, dependability, and stability of the
measurement process.
Validity - ANSWER: the degree to which a test or assessment measures what it is
intended to measure.
Variables - ANSWER: operational forms of a construct. Designate how the construct
will be measured in designated scenarios.
Formative Evaluation - ANSWER: 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 - ANSWER: any combination of measures that occur as a program
is implemented to assure or improve the quality of performance or delivery
Summative Evaluation - ANSWER: 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 - ANSWER: focuses on immediate and observable effects of a
program leading to the desired outcomes.
Outcome Evaluation - ANSWER: focused on the ultimate goal, product or policy.
Often measured in terms of morbidity and mortality.
Purpose Statement - ANSWER: 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 - ANSWER: 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 - ANSWER: 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 - ANSWER: a published qualitative review of a comprehensive
synthesis of publications on particular topics.
Meta-analyses - ANSWER: a systematic method of evaluating statistical data based
on results of several independent studies of the same problem.
Pooled analyses - ANSWER: 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 - ANSWER: 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 - ANSWER: descriptive in nature and attempts to discover
meaning or interpret why phenomena are occurring.
Mixed Methods Approach - ANSWER: 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 - ANSWER: 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 - ANSWER: used in evaluation to assist in describing key aspects of
programs in terms of a simple flow chart.
, Inputs - ANSWER: 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 - ANSWER: the activities, services, and products that will reach the
participants of a program. Activities, products and services that will influence short-
term outcomes.
Outcomes - ANSWER: are often depicted as short-term, intermediate, or long-term.
Short-term Outcomes - ANSWER: 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 - ANSWER: measured in terms of changes in behaviors that
result from achievement of the short-term outcomes. Changes in behaviors or policy.
Long-term Outcomes - ANSWER: measured in terms of fundamental changes in
conditions leading to morbidity or mortality. Changes in morbidity or mortality.
Data Analysis Plan - ANSWER: 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 - ANSWER: 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 - ANSWER: 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 - ANSWER: (face) considers the instrument's items of measurement
for the relevant areas of interest.
Criterion Validity - ANSWER: refers to one measure's correlation to another measure
of a variable.
Construct Validity - ANSWER: ensures that the concepts of an instrument relate to
the concepts of a particular theory.
SPECIALIST) NEWEST 2024 EXAM 2 VERSIONS AND
PRACTICE QUESTIONS COMPLETE 500 QUESTIONS AND
CORRECT DETAILED ANSWERS (VERIFIED ANSWERS) |
ALREADY GRADED A+
Evaluation - ANSWER: assess a process or program to provide evidence and feedback
for the program.
Research - ANSWER: 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 - ANSWER: the consistency, dependability, and stability of the
measurement process.
Validity - ANSWER: the degree to which a test or assessment measures what it is
intended to measure.
Variables - ANSWER: operational forms of a construct. Designate how the construct
will be measured in designated scenarios.
Formative Evaluation - ANSWER: 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 - ANSWER: any combination of measures that occur as a program
is implemented to assure or improve the quality of performance or delivery
Summative Evaluation - ANSWER: 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 - ANSWER: focuses on immediate and observable effects of a
program leading to the desired outcomes.
Outcome Evaluation - ANSWER: focused on the ultimate goal, product or policy.
Often measured in terms of morbidity and mortality.
Purpose Statement - ANSWER: 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 - ANSWER: 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 - ANSWER: 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 - ANSWER: a published qualitative review of a comprehensive
synthesis of publications on particular topics.
Meta-analyses - ANSWER: a systematic method of evaluating statistical data based
on results of several independent studies of the same problem.
Pooled analyses - ANSWER: 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 - ANSWER: 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 - ANSWER: descriptive in nature and attempts to discover
meaning or interpret why phenomena are occurring.
Mixed Methods Approach - ANSWER: 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 - ANSWER: 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 - ANSWER: used in evaluation to assist in describing key aspects of
programs in terms of a simple flow chart.
, Inputs - ANSWER: 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 - ANSWER: the activities, services, and products that will reach the
participants of a program. Activities, products and services that will influence short-
term outcomes.
Outcomes - ANSWER: are often depicted as short-term, intermediate, or long-term.
Short-term Outcomes - ANSWER: 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 - ANSWER: measured in terms of changes in behaviors that
result from achievement of the short-term outcomes. Changes in behaviors or policy.
Long-term Outcomes - ANSWER: measured in terms of fundamental changes in
conditions leading to morbidity or mortality. Changes in morbidity or mortality.
Data Analysis Plan - ANSWER: 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 - ANSWER: 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 - ANSWER: 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 - ANSWER: (face) considers the instrument's items of measurement
for the relevant areas of interest.
Criterion Validity - ANSWER: refers to one measure's correlation to another measure
of a variable.
Construct Validity - ANSWER: ensures that the concepts of an instrument relate to
the concepts of a particular theory.
