That is an example of the confusion which clouds the entire educational scene. When I write a physics exam, and then score the student responses, I don't award credit for skills. I don't award credit for the student's ability to correctly read the text of a problem. I don't award credit for the student's ability to add and multiply correctly. If the problem requires the solution of a quadratic equation, the student must know how to do this properly, but it isn't worthy of credit points.
Credit is awarded for higher mental abilities than mere mental skills.
And the mere memorization of facts and procedures is unworthy of academic credit. To use a crude analogy, a craftsman who makes furniture must know which end of the hammer to hold and have the skill to be able to hit the nail, not a thumb. But the quality of the craftsman's work is judged by what is done with that hammer and other tools. All analogies break down if examined, and this one is deficient because the quality of a craftsman's work is also judged by the same non- objective criteria as are used in the arts. The student's answer to a physics problem is judged on more objective criteria.