stages of assessment linked to thinking skills

I have just read the web article ‘Using the New Bloom’s Taxonomy to Design Meaningful Learning Assessments’ by Kevin Smythe & Jane Halonen and I am interested in the following diagram:

The diagram is based on: Clark, B. (2002). Growing up gifted: Developing the potential of children at home and at school. Upper Saddle River, NJ: Merrill Prentice Hall.

It explains to me why our Waldorf pupils who operate regularly at the evaluation level have such problems with German external exams which mostly test only up to the lower order analytic skill. Maybe the persistence of this type of examination goes some way to explaining Germany’s relatively poor PISA performances? The type of comment frequently heard from our students when we explain what is required is “Oh is that all! They don’t really want us to reflect then, do they?”