Here’s a theory from a commenter at the Core Knowledge blog:
In my district there is a feedback form which administrators use when they walk through a classroom. The administrator attempts to identify and mark what level of Bloom’s the teacher is teaching to. It is considered superior to be at the higher levels, no matter what students are “creating” or “evaluating”.
Creating a poster is far more superior than learning the fundamentals of linear equations, because students are “creating”, regardless of the content. Bloom’s taxonomy, along with others, has become so misinterpreted and misapplied that many teachers and administrators believe students can apply higher-order thinking without the necessary knowledge.