The teaching of Occupational Health and Safety (OHS) requires modern teaching methodologies to assist in analyzing and understanding issues within the professional scope of future practitioners. Throughout the application of these strategies, it is necessary to assess how measure the skills acquired by the student described in the literature. This study investigates the forms of knowledge assessment that should be applied when active learning strategies are used in this field. A narrative literature review identified five primary forms of student knowledge assessment: learning styles, students’ perception of learning, pre-and post-tests, existing tools and methodologies, and the creation of assessment instruments. The assessment methods vary from questionnaires for quantitative analysis to interviews for qualitative analysis. Additionally, approaches to evaluating students’ learning styles were observed, such as Kolb’s Experiment, the Index of Learning Styles (ILS), and Myers-Briggs indicators. Although gaps were identified in recommending specific forms of competence assessment in OHS within engineering, OHS curriculum components in various engineering disciplines underscore the importance of future research in this combined area with education.