In the pedagogical evaluation of language proficiency and communicative competence, educators utilize diverse formative and summative assessment tools across the four macro-skills (Listening, Speaking, Reading, Writing). Consider the following four advanced propositions regarding language testing and comprehension evaluation: I. In assessing advanced reading comprehension, integrative testing formats such as the cloze test—where every $n$-th word is systematically deleted—primarily evaluate a learner's pragmatic expectancy grammar, semantic redundancy processing, and top-down contextual cohesion rather than isolated micro-skills. II. Direct tests of oral proficiency (such as structured interviews and simulated communicative tasks) reliably measure interactive speaking competence and pragmatic fluency, whereas indirect tests (such as multiple-choice grammar quizzes on phonology or morphosyntax) measure declarative linguistic knowledge rather than real-time communicative performance. III. In evaluating listening comprehension, bottom-up processing tasks that require learners to transcribe isolated phonemes or minimal pairs measure acoustic decoding efficiency, whereas top-down tasks requiring listeners to summarize the global communicative intent evaluate schematic inference and macro-structural comprehension. IV. Evaluating advanced writing proficiency solely through objective, multiple-choice grammar and mechanics tests ensures a comprehensive assessment of discourse-level cohesion, rhetorical organization, pragmatic appropriacy, and creative expression. Identify the option that correctly evaluates the validity of propositions I, II, III, and IV according to modern language testing principles and Language assessment theory.