Abstract: China’s undergraduate teaching assessment policies have undergone nearly four decades of development. From a policy network perspective, the current implementation of undergraduate teaching assessment policies faces challenges such as imbalanced resource allocation for assessment, which hinders the advancement of assessment work; unclear delineation of responsibilities between policy communities and intergovernmental networks, leading to internal friction in policy implementation; and weak influence of behavioral actors in professional networks and issue networks, affecting the effectiveness of policy implementation at the grassroots level. Therefore, it is necessary to establish a collaborative governance mechanism involving multiple stakeholders, clarify the division of responsibilities between policy communities and intergovernmental networks, strengthen the combined use of various policy reform tools, and expand participation rights and discourse power in the implementation of undergraduate teaching assessment policies to address these challenges.