Models are essential tools for solving scientific problems, and improving modeling skills is crucial for developing scientific literacy. Current research has made progress in understanding how students grasp scientific models and solve modeling tasks at the basic education level. However, there is still limited work on assessing scientific modeling among university students. Based on existing theories and assessment research in scientific modeling, this study uses the learning progression of scientific modeling as a foundation. The Rasch model from Item Response Theory was used as the empirical data analysis algorithm to evaluate the quality of the assessment tool in terms of fit, reliability, validity, and difficulty.