With the implementation of measures such as the "white list of campus entry matters" in various regions, grassroots teachers have generally reflected that the reduction of workload has achieved significant results. However, half month interviews with reporters have found that in some places, under the guise of implementing social responsibility, unnecessary non teaching affairs enter the campus through "temporary tasks" and "branch assessments", providing teachers with a "free part-time job" in addition to their heavy teaching workload. It's not an exaggeration to say it's a 'free part-time job'. For example, in order to prevent children from drowning, some teachers in rural schools are required to patrol the river, clock in and take photos to leave traces; Township epidemic prevention stations have delegated the task of modifying student vaccination forms to schools; Some places create responsibility areas for each school in order to evaluate excellence, and teachers not only have to communicate with community residents, but also have to go to the intersection to perform duties... Various "temporary tasks" are squeezed into the teacher's schedule, which can be described as overwhelming and endless. The school cannot carefully identify each one and dare not ignore the dispatch, so it has to accept all orders, which is unbearable. The campus is located at the grassroots level, connecting thousands of households. Grassroots work faces thousands of households and complex situations, and the linkage between families, schools, and communities can indeed play some grassroots governance "combination punches". For example, integrating family tradition construction into collaborative education, involving social forces, and assigning responsibilities to vice principals in the fields of rule of law, fire safety, and health, making social education a beneficial supplement to primary and secondary education. However, some grassroots departments "carry private goods", break through the boundaries of their responsibilities, and delegate social affairs unrelated to education and teaching to teachers. At the same time, when formulating the assessment rules for such grassroots work, the education department often has no say, leading to the rampant spread of "implicit assessment", with multiple assessments, ride hailing assessments, and arbitrary assessments occurring frequently. Non educational affairs seem to infiltrate campuses uncontrollably. The vitality of a system lies in its execution. To ensure the continued effectiveness of the "whitelist of campus entry matters" in the ambiguous areas of power and responsibility and at the grassroots level, the key is to return the right to choose campus entry matters to the school itself. In other words, whether one can be included in the "whitelist" is not the result of departmental competition, but rather whether it is truly beneficial to the development of the education industry. Just imagine that most non teaching affairs come from outside the education system. If the "white list" is still made by the non education department, then there will always be non teaching affairs mixed in after a change of face. So, there must be a total quantity control, strictly controlling the total number of items entering the campus every academic year. Secondly, there must be approval control. The leading implementing units of each matter shall submit the work plan to the education administrative department at the same level for review. Temporary addition of foreign items to the list requires strict approval and reporting procedures. Three aspects require full process supervision. Along with creating a 'whitelist', it is also necessary to establish a 'blacklist'. By implementing the "one black, one white" policy, a dynamic "firewall" is constructed to ensure safe and secure teaching on campus. Tracing back to the source, the greatest significance of assessment is empowerment. Because achieving success requires empowerment. Only by returning teacher assessment to the value of "empowerment" and truly freeing teachers from the constraints of formalism, can campuses reap more tangible educational achievements. Only in this way can teachers easily say 'no' to 'implicit assessment'. (New Society)