Would the solution not be to pivot to more in-person demonstrations of skill and knowledge? Say the tests and exams become hand written, or taken in a controlled lab or whatever, so you need to eventually pick up the skill. But how you pick up the skill is irrelevant.

Maybe the issue is, somewhat, the concept of graded homework in the first place. It's meant to be practice material, but is only actually useful as practice material if students put in that work. A lot of students come to resent the mountains of at-home work as the busywork that it feels like in the moment, and I feel like this whole set of emotions underpins the argument but isn't really called out for what it is all that often. Teachers understand the value of actually doing that practice, but the grading system rewards, instead, rushing through the busywork as quickly as possible. Are we not testing for the right things?