I view a course as a story. The definitions introduce the characters, the theorems are the plot, and hopefully there is some sort of overarching message that plot is trying to convey.
If you were teaching Beowulf it would not be unreasonable to ask who Grendel is and how he dies. It is just a basic plot point: if you don't remember this you are not really following the story and have no hope of learning anything deeper. You might want them to develop their own interesting take on what the story is trying to convey but they cannot do this if they do not follow the plot.
It is the same if you cannot prove that every subgroup of a cyclic group is cyclic: you are just not really following the story. It is necessary but not sufficient for a student to know how to tell that part of the story if they are to have any hope of learning group theory.
Beginning students of mathematics have literally no idea what they are doing. The case is similar to people who have done very well in spelling competitions taking an English literature class and expecting to do well because of their spelling prowess. The experience is so completely unlike what they are expecting that they do not even know what to focus on. So a large part of your job will be to convey what it is that they are even trying to do. While it is a baby step, parroting back the basic proofs is a step towards comprehension.
When I was teaching these kinds of courses I would make sure to have a small collection of "core theorems". I expected the students to be able to reproduce the proofs. I made it clear that my intention was not for them to memorize the proofs. I asked them to find a personal narrative for the kind of discovery process someone would have gone through to discover the proof and to retrace this discovery path until it felt familiar. Some students, undoubtedly, did just memorize. However some of them really did learn something!
EDIT: I should also mention the research of Lara Alcock.
https://laraalcock.com/papers/
In particular I would like to point to self explanation training as a strategy for increasing proof comprehension. I wouldn't implement this kind of work as part of a summative assessment (a bit too subjective), but it is a valuable component of "helping students realize what they are even supposed to be doing".