In the advanced assessment of language proficiency across the four macro-skills (Listening, Speaking, Reading, Writing), language testing methodologies must balance reliability, validity, and authentic communicative performance. Consider the following four advanced propositions regarding comprehension evaluation and language proficiency testing: I. Integrative testing approaches—such as cloze tests or dictation tasks—simultaneously evaluate multiple linguistic subsystems (e.g., morphosyntax, lexis, and contextual expectancy grammar) by requiring learners to draw upon top-down semantic redundancy and bottom-up decoding abilities. II. In assessing speaking proficiency, direct tests (such as oral proficiency interviews and structured role-plays) exhibit high authenticity and measure interactive pragmatic fluency, whereas indirect tests (such as multiple-choice pronunciation or grammar recognition tasks) measure declarative metalinguistic knowledge rather than real-time communicative competence. III. In evaluating listening comprehension, bottom-up processing tasks that require listeners to synthesize global discourse intent, deduce speaker attitudes, and activate schematic background knowledge operate independently of acoustic decoding, relying exclusively on high-level cognitive inference. IV. Evaluating advanced writing proficiency through direct, performance-based tasks (such as argumentative essay writing or discursive synthesis reports) provides a more valid indicator of rhetorical organization, discourse-level cohesion, and sociolinguistic appropriacy than purely objective, discrete-point punctuation and spelling multiple-choice tests. 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.