It is obvious to all that the National Undergraduate Teaching and Learning Evaluation plan for higher education institutions launched in 2003 has promoted undergraduate teaching at universities and colleges. At the same time, however, the authors have also witnessed problems with the evaluation work itself, for example, unified evaluation standards, lack of a self-discipline mechanism for institutional self-evaluation, delay in effective actions taken after evaluation, and so on. The National Evaluation in its real implementation has also led some institutions to misunderstand higher education evaluation and in practice brought about a utilitarian tendency among universities and colleges. This paper attempts to assess and analyze the defects of the current operational mechanism of the Undergraduate Teaching and Learning Evaluation, as well as to put forward recommendations on how to further improve the operational mechanism of the National Evaluation. (Contains 1 table.)