Tasks and problems in problem-based learning (PBL) are supposed to trigger and structure the learning process. The quality of problems in PBL is generally regarded as an important driver of the individual and collaborative learning processes. Although the importance of the PBL task is widely recognized, there is a lack of empirical findings and guidelines for the construction and evaluation of the tasks. The main goal of this study is to develop a valid and useful checklist for the construction and evaluation of PBL tasks. A checklist with critical characteristics of tasks will serve two purposes: it will support instructional designers in creating and constructing appropriate tasks, and it will provide a tool that can be applied to the evaluation of PBL tasks. Data for the study were gathered from a sample of undergraduate students and instructors on a hospitality management programme. Participants filled out a questionnaire with 94 importance and performance statements covering nine characteristics of PBL tasks. The results show that an instrument with 44 items and six factors seems to cover the key characteristics of PBL tasks. (Contains 2 figures and 5 tables.)