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Earth science education is the right way to train STEM literacy. These multi literacy are needed by students in understanding the nature of complex earth systems. However, there is no standard test which used to measure STEM literacy in earth science education currently. The aim of this study was to develop a standardized to measure prospective elementary teachers- STEM literacy and to initially evaluate its psychometric properties. We constructed 7 multiple-choice items and 5 essay items regarding earthquake issue. We using 90 students- conceptions to evaluate item tests. In an item response theory-based validation study (N = 2,247), we applied multiple regression analyses to test hypotheses based on groups with known attributes. The RASCH Model was used to validate the instrument on the aspects of validity, reliability, and the level of difficulty. The results indicate that prospective teachers- STEM literacy in earthquake issue is still low, especially in identifying problem and designing model relates STEM criterion.