The ability to assess oneself is important in higher education, on the job, and throughout all aspects of life. Knowledge surveys (KS) are a self-assessment tool where students rate their ability to answer a knowledge question or perform a skills task. Previous research has shown that students are accurate self-assessors compared to instructor assessments when KS questions are specific and well-aligned with learning objectives and course content. Although it has been suggested as a use of KS in the literature, there are few data on the specific use of KS as a part of a continuous improvement process for program assessment. In this case study, KS were implemented in a Fundamentals of Engineering (FE) exam review course at an undergraduate-only civil engineering program in the western U.S. The paper will outline several components of our continuous improvement process, then compare KS with FE exam results from a cohort of students. The comparison demonstrates the utility of student self-assessment data as one artifact that helps to paint a more complete picture for program assessment. In addition, we will present several assessment benefits to implementing KS in courses and throughout an undergraduate program.