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Problem-based learning can have a great impact on the acquisition of practical knowledge, which is a central learning aim in the field of teacher education. Therefore, we implemented a problem-based learning approach in four seminars on educational assessment. In this paper, we outline our didactic design and discuss the results of the first evaluations, which explored acceptance of the approach, learning results, and expected applicability of the acquired knowledge. The results show benefitsdoi:10.7771/1541-5015.1676 fatcat:igsxi6yocnfvpjtlgqodkerluy