In the pedagogy of second-language reading comprehension and language proficiency evaluation, assessing higher-order cognitive processing across receptive skills requires moving beyond literal decoding. Consider the following four advanced propositions regarding the evaluation of reading and listening comprehension:I. Inferential comprehension tasks require the learner to go beyond the explicitly stated text to deduce unstated implications, authorial tone, and pragmatic intent by integrating textual clues with background schemata.II. Evaluating reading proficiency exclusively through multiple-choice questions testing low-level literal recall (such as scanning for dates and proper nouns) provides a comprehensive assessment of critical literacy and synthesis skills.III. In listening comprehension assessment, bottom-up processing models emphasize the active utilization of contextual expectations, global discourse frameworks, and world knowledge to predict upcoming information before decoding individual acoustic signals.IV. The cloze procedure—where every $n$-th word is deleted from a text—serves as an integrative test of language proficiency because it requires learners to utilize both local syntactic constraints and global semantic redundancy across sentence boundaries to reconstruct the missing elements.Identify the option that correctly evaluates the pedagogical, psychometric, and theoretical validity of propositions I, II, III, and IV according to modern language assessment principles and Reading Comprehension theory.