The cross-cultural perspective emphasizes the principle of cultural equality, stresses the change of concepts, and seeks to cultivate high-quality talents in the needs of the new era. This paper analyzes the necessity of cross-cultural identity in English talent cultivation, analyzes the curriculum system of English professional talent cultivation based on the cross-cultural perspective, and constructs the professional cultivation practice links complementary to the primary and secondary lines. Utilizing the CIPP evaluation model, we build the four assessment links of background assessment, input assessment, process assessment, and outcome assessment for English talent cultivation quality assessment, and we select the improved hierarchical analysis method to calculate the weights of the indicators. The actual teaching quality of English talent cultivation in colleges and universities is determined by the scores of students and teachers on the assessment indicators. Suggestions and demands are being put forward for the English talent cultivation system. The analysis obtains that among the four first-level indicators, the scores of English talent cultivation evaluation are, in descending order, the assessment of talent cultivation results, the assessment of talent cultivation process, the assessment of talent cultivation inputs, and the assessment of talent cultivation background, in which the total score of English talent cultivation quality evaluation is 4.325, which is at a reasonable level.