The present study examined the past, present, and future of research and practice on the Basic Academic Skills Assessment (BASA), a Korean curriculum-based measurement (CBM) developed in the 1970s. In this study, research that has been implemented using BASA from the past to the present, especially in the process of data-based instruction (DBI), was systematically summarized. DBI refers to the instructional decision making process including (1) planning and providing individualized intervention for various types of struggling learners, mainly with learning disabilities, based on their strengths and weaknesses identified in screening, diagnosis, and identification results, (2) determining the effectiveness of intervention through frequent monitoring of the students’ responses to intervention, and (3) making instructional changes when necessary. In addition, this study reviewed how BASA has been applied and contributed to the field teachers, students, and local communities by establishing a better educational prevention system. Based on the results, the challenges and future directions of the CBM research and application such as BASA were discussed.