Every engineering, computing, and engineering technology program accredited by the Accreditation Board for Engineering and Technology (ABET) has formulated many and varied self-assessment methods. Methods used to assess a program for ABET accreditation and continuous improvement are for keeping programs current with academic and industrial innovation. The methods used to assess programs are varied and mostly depend on the program and ABET objectives. Assessment instruments include course assessment report (CAR) done solely by faculty for every course that the faculty member teaches, student and faculty survey instruments, industrial advisory board input on curriculum, and the fundamentals of engineering exam (F.E.). These methods provide a continuous self-evaluation of instruction related activities which are critical to maintaining a quality undergraduate program and critical to maintaining ABET accreditation of engineering, computing, and technology programs (www.abet.org, 2015). This paper examines the usefulness of the exit examination given to senior students in their final year or final semester of the Electronics Engineering Technology program. This examination is comprehensive and covers every course taught in the program. It consist of problems on the analog and digital electronics segments of the program. It also covers ABET's objectives which assess lifelong learning, diversity, ethical, and professional behavior and responsibilities of engineers, and global issues. The examination is given to students to complete graduation requirements, but the data gained from such examination is also used for self-assessment of the program, as a tool for continuous improvement of the program, and for ABET assessment criteria. The format of the exit examination, as well as how it conforms to ABET assessment and program objectives is discussed. Further, we provide data and analysis of students' results over a five year period and show how feedback from the results is used to make improvement to the program.