This study examines the implementation of CEFR Basic User-level descriptors within a systematic instructional design framework to support learner-centered instruction and formative assessment in Korean elementary English education. Focusing on Grades 3 and 4, the study aligned CEFR’s four communicative functions—reception, production, interaction, and mediation—with the 2015 Revised National English Curriculum. A CEFR-based self-assessment tool was developed and administered before and after instruction to measure learners’ perceived communicative development. Findings revealed functional gains across multiple communicative domains, with variation in growth patterns depending on learner group and task type. K-means clustering identified three learner profiles—low-growth, reception-focused, and high-growth—which informed differentiated instructional strategies tailored to learner needs. The results demonstrate that CEFR-informed self-assessment, when combined with systematic instructional design, enhances curriculum coherence and supports data-driven pedagogy. This study provides empirical evidence on the practical integration of CEFR descriptors in primary classrooms, highlighting their potential to inform learner diagnosis and guide targeted instruction in localized educational contexts.

정수슬러지를 탄화 및 활성처리하여 흡착제를 제조하였으며, 이를 이용한 황화수소 흡착특성을 고찰하였다. 제조 된 흡착제에 대한 BET측정 및 SEM 등 물성분석을 실시하였으며, 황화수소를 대상으로 회분식의 흡착평형실험 을 실시하였다. 실험변수로는 활성처리시 적용되는 약품종류 및 농도 등이 적용되었다. 실험결과, 정수슬러지는 탄화나 약품첨착과정을 통해 커다란 성능 향상이 이뤄짐을 알 수 있었다.