In evaluating the four macro-skills of English language proficiency—Speaking, Listening, Reading, and Writing—advanced pedagogical testing employs specialized constructs, task types, and assessment criteria. Consider the following four advanced propositions regarding language skills evaluation: I. In assessing reading comprehension, intensive reading tasks focus on detailed extraction of specific lexical, structural, and semantic information from shorter texts, whereas extensive reading emphasizes rapid processing, global fluency, and general comprehension of longer, self-selected texts for pleasure or broad information. II. In evaluating speaking proficiency, direct communicative testing (such as oral interviews and simulated role-plays) provides high ecological validity and interactive authenticity, whereas discrete-point pronunciation tests assess isolated phonemic discrimination and suprasegmental features outside a communicative discourse context. III. In writing evaluation, holistic rubrics assign a single global score based on overall impression and general communicative effectiveness, making them exceptionally useful for large-scale diagnostic profiling and pinpointing specific morphosyntactic or orthographic sub-skills for targeted remediation. IV. In listening comprehension testing, bottom-up processing tasks require learners to decode fine-grained acoustic signals, phonemic contrasts, and word boundaries sequentially, whereas top-down tasks engage background knowledge, contextual schemata, and macro-structural expectancies to infer speaker intent. Identify the option that correctly evaluates the methodological, pedagogical, and psycholinguistic validity of propositions I, II, III, and IV according to standard English language teaching and Language assessment principles.