In the past 20 years or so, most colleges and universities have been approved as positive on whether they “attach importance to undergraduate teaching.” However, this conclusion is deviated from the social feelings. Therefore, the Ministry of Education has taken stringent measures, such as “three noes” and “four returns,” to deal with the problem. The fundamental reason for such a deviation lies in the lack of rigid and succinct evaluation criteria. This study thus put forward the following strategies: 1) finding deficiencies in quality development for different types of universities; 2) changing the position and role of the expert group in the evaluation process; 3) shifting focus from the construction of “hard conditions” and “soft environments” for teaching to the growth and success of students, and attaching importance to “benefit evaluation” and “societal evaluation” supported by big data. In addition, targeted investigation should be made on weakness and shortcomings in undergraduate teaching. Only in this way can evaluation promote development and the key evaluation indicator of “paying attention to undergraduate teaching” play its due role.