CHES EXAM 2025
,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
,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
