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In this thesis, the systematic, situation-oriented selection of approaches to sustainability assessment and effects of selection on assessment results are investigated. The central focus lies on the practice-oriented design of a framework to support selection decisions as well as the necessary criteria and scales for the systematic, quantifiable description of assessment approaches and assessment situations within such a framework. Sustainability assessments are important instruments for the derivation of goals, strategies and measures for shaping sustainable development in all domains. They provide decision-makers in science, industry, politics and society with vital answers to sustainability-related questions that arise in the most diverse contexts. Numerous different assessment approaches are available for carrying out sustainability assessments within such assessment situations. Because of the multitude and diversity of assessment situations and approaches, not every approach is fitting for every situation. In current practice, the fit between approaches and assessment situations is not, or only insufficiently, taken into account when selecting sustainability assessment approaches. Furthermore, no systematic studies have yet been conducted on the effects of approach selection on assessment results. The central result of this work is a concept for the situation-oriented selection support of sustainability assessment approaches based on a Multi-Criteria Decision-Making framework. With the framework, ""fitness scores"" are calculated, which are used to quantify and operationalize the fit between assessment approaches and assessment situations. With the developed concept, different assessment approaches are selected and exemplarily applied within a use case. Hereby, the effects of approach selection on assessment results are examined. On the basis of the knowledge gained with regard to approach selection, framework development and application, the potentials and limits of assessment approaches widely fitting for diverse assessment situations are finally derived.