The main purpose of this study was to review Curriculum-Based Measurement(CBM) research in
Korea, focusing on the technical adequacy of CBM. With a thorough search, twenty-seven studies,
published between 1999 and 2014, were identified and coded. We focused on the technical adequacy
of CBM related to subjects and three stage research identified by Fuchs(2004). The results of this
study showed that the majority of CBM research was focused on math CBM, meaning that the
number of CBM in reading and writing was not sufficient for evaluating the validity and reliability
of CBM in terms of the three stage research suggested by Fuchs(2004). Educational implications and
limitations are presented.