How effective are self- and peer assessment of oral presentation skills compared with teachers’ assessments?

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Towards a set of design principles for developing oral presentation competence: A synthesis of research in higher education (2015, background): “Peers assessing other students’ presentations also encourage students’ own performance by paying explicit attention to required performance criteria (e.g. Cheng & Warren, 2005; De Grez et al., 2012).”
Improving engagement: the use of ‘Authentic self-and peer-assessment for learning’ to enhance the student learning experience (2013, background): “• Students want to be part of the process of creating assessments, developing criteria and marking tasks, as long as they have been trained to do so (De Grez, Valcke, and Roozen 2012; Topping 1998).”
Student perceptions of peer assessment: an interdisciplinary study (2014, background): “Regarding students’ perception of summative peer assessment in oral presentation skills, De Grez, Valcke, and Roozen (2012) recorded the perceptions of 57 university students enrolled on a Business Administration introductory course to psychology.”
A Critical Review of Research on Student Self-Assessment (2019, background): “…Material), we can say with confidence that summative self-assessment tends to be inconsistent with external judgements (Baxter and Norman, 2011; De Grez et al., 2012; Admiraal et al., 2015), with males tending to overrate and females to underrate (Nowell and Alston, 2007; Marks et al., 2018).”