In response to its domestic higher education quality crisis at the beginning of the 21st century, Australia made national efforts to reconstruct its higher education teaching evaluation system. Through top-level design, Australia deconstructed the segmental standards of education quality and the characteristics of students’ growth stages, broke the institutional barriers of evaluation, integrated repetitive surveys, and adopted a developmental view of evaluation, and finally built an annual evaluation system that covers students’ growth path from enrollment, studying, graduation to early career development. In order to guarantee the system’s quality, Australia ensured the representativeness, variety, authority and professionalism of the participating subjects in the process of reconstruction. Australia also established a centralized democratic system to ensure the reconstruction process fully integrate the opinions and suggestions of different subjects, and find the maximum convention in the reform contradictions, which also ensures efficiency in decision making to promote the smooth implementation of the reform. The Australian experience has positive implications for establishing regular teaching quality evaluation system with in China.