Abstract Evaluation has become the main means of assessing the quality of higher education in Taiwan. In the last decade, the Higher Education Evaluation and Accreditation Council of Taiwan (HEEACT) has set out higher education evaluation policies and mechanisms, and conducted evaluations since 2005. Evaluation is based on schools’ self-evaluation and on a committee’s fact-findings report. Such evaluation serves as a basis on which the government would allocate subsidy, issue reprimands, or suggest for adjustment. Evaluation’s main items include institutional self-identification, administration and operation, teaching and learning resources, accountability and social responsibility, and self-enhancement and quality assurance mechanism. As result, any institution may be classified as accredited, conditionally accredited, or non-accredited, respectively. To force academic institutions to be in good shape, evaluation is taken every five years. In our view, since Taiwan’s higher education evaluation programs follow the accreditation system of the United States, they do not fully correspond to the core spirit of self-improvement of accreditation. The items and index, implemented by HEEACT evaluation programs, do not reflect the diversity of universities and colleges. As consequence, such system may provide less than we expect. It does help not much in encouraging schools to strive for maximum effi cacy. Hence, it is suggested here that evaluation content should be more open withmultifacial items and indexes that reflect the richness and diversity of schools.