Preparing students with the knowledge of Building Information Modeling (BIM) may be critical for advancing the construction industry in the future. Educational researchers have explored various pedagogical models for teaching students about BIM. One potentially promising pedagogy for BIM education is problem-based learning, as it presents BIM in a context that may effectively simulate a real-world scenario students may expect to experience in their careers. This paper explores how prior research efforts have used problem-based learning to educate students. The results will help to inform future BIM education research efforts. Specifically, this work addresses the following research questions: (1) What can be assessed from problem-based learning modules? And (2) What are the potential assessment methods for problem-based learning modules related to BIM? The results suggest that students' development, learning processes, and problem-based learning modules can be assessed for determining the benefits of adopting the module in BIM education. Additionally, rubrics, surveys, interviews, reflective journals and peer assessment are strategies for evaluating BIM skills. However, using a single strategy might not be adequate. Therefore, future work should adopt several of the strategies when determining the benefits of implementing problem-based learning in BIM education.