1
CHES EXAM 2025/2026 LATEST QUESTIONS & ANSWERS 100%
ACCURATE SOLUTIONS FOR GUARANTEED SUCCESS | EXPERT-
VERIFIED, GRADED A+
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
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
, 2
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.
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:
, 3
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
, 4
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
CHES EXAM 2025/2026 LATEST QUESTIONS & ANSWERS 100%
ACCURATE SOLUTIONS FOR GUARANTEED SUCCESS | EXPERT-
VERIFIED, GRADED A+
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
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
, 2
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.
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:
, 3
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
, 4
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
