Purpose: The study of health literacy and general literacy are closely related, but not identical. Health literacy has received some attention in clinical education (Coleman & Appy, 2012; Coleman, Nguyen, Garvin, Sou, & Carney, 2016), but is not often explored in health education research and teaching. The purpose of this study was to evaluate the perceived value of creating a health literacy and health advocacy web-based resource to address core health literacy and advocacy competencies. Methods: One section of a master's level public health course was evaluated in the winter semester of 2019. Students responded to a series of questions describing their learning experience while creating a web-based resource. Students were also asked if the creation of the web-based resource helped them to comprehend Certified Health Education Specialist (CHES) 7 Areas of Responsibility for Health Educators that addressed health literacy. Results: A total of 13 students completed a Qualtrics survey. Results showed all of the students (100%; n=6-strongly agreed; n=7-agreed) felt that incorporating the development of a web-based resource was an effective learning method and that the assessment helped them to address the elected CHES Responsibilities. Conclusions: The study identified weaknesses and gaps in the design of the assessment. The findings have implications for research, practice, and credentialing.