The aim of this study was to investigate the extent of embodying thinking levels in the eighth-grade textbook and teachers' classroom questions and exams. Five teachers who teach eighth grade were chosen from schools that obtained the highest and lowest TIMSS results in Zarqa City, Jordan. Textbook content analysis, teachers' classroom observation and exam questions were assessed according to the triadic classification of thinking levels (knowledge and understanding, application and inference). The findings concerning textbooks revealed that the knowledge and understanding level obtained the highest means (67.5%-81%), followed by the application level (14.3%-24.1%) and questions measuring inference level (analysis 4.7%-6.3%), composition (0%-1.5%), evaluation (0%). Questions prepared by the teachers in the exams that measured knowledge and understanding ranked first in both the highest- and lowest performance schools. Both categories of schools achieved roughly the same rate in terms of application level. Nevertheless, the inference average rate was higher in the higher-performance schools. In general, the focus of evaluative practices, classroom questions and discussions was on the lower thinking levels, with the lowest rates being achieved by the low-performing schools.