1.3 Blocks, Breaks, and Navigation

Why navigation rules matter

The CHES exam is not just a long list of questions with unlimited backtracking. The exam structure uses block 1 for questions 1 through 83, then an optional 10-minute break, then the later block for questions 84 through 165. Once the later block begins, candidates cannot return to block 1. This makes the end of block 1 a real decision point, not a casual pause.

Your pacing plan should protect time for review before you leave block 1. If you rush into the later block with unanswered or randomly marked items in the first block, you have lost the chance to improve them. If you spend too long polishing every uncertain item in block 1, you may compress the time available for questions 84 through 165. The right strategy is deliberate closure: answer, review marked items, choose remaining answers, then move on.

Two-block workflow

Use a workflow that treats each block as its own mini-exam. At the start of a block, move through the questions at a steady pace and mark only items where another look is likely to help. Avoid marking every item that feels mildly uncertain. Too many marks create an unmanageable review list and can make you second-guess sound choices.

At the end of block 1, review marked items in priority order. First handle items with missing answers. Then handle items where you narrowed the choice to two options. Last, revisit items where you only wanted reassurance. When the block is closed, mentally release it. The later block needs full attention, and worrying about a closed block cannot improve the score.

Optional break decision

The optional 10-minute break can help reset attention, reduce eye strain, and create a clean transition between blocks. It can also cost time that may be needed for remaining questions. NCHEC source guidance says break time is deducted from total test time, so practice both versions: one timed set with a short reset and one timed set without a break. Decide before test day what conditions would make the break worthwhile.

A break is most useful when it is structured. Stand, breathe, use the restroom if allowed, and return ready to work. It is not a time to replay difficult items from block 1. Because block 1 closes once the later block begins, the break should mark a shift from review to execution.

Marking and guessing

There is no penalty for guessing on the CHES exam. That means every item should have a selected answer before you leave a block. A good guess is not random panic. It starts with eliminating options that are too early, too late, outside the health education role, inconsistent with ethics, or unsupported by the scenario.

When two choices remain, ask which option best matches the exact task in the stem. If the stem asks for the first step, assessment or stakeholder engagement may beat implementation. If it asks how to measure success, evaluation alignment may beat a communication tactic. If it asks about professional conduct, confidentiality and scope of practice may control the answer. The navigation rule raises the stakes, but the reasoning process stays the same.

Scenario Review Checklist

• Identify the relevant CHES Area of Responsibility.
• Locate the program stage in the scenario.
• Match the answer to evidence, stakeholders, and ethics.
• Reject choices that are premature, unsupported, or outside scope.