Relationships between student characteristics and self‐, peer and tutor evaluations of oral presentations

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Student perceptions of peer assessment: an interdisciplinary study (2014, background): “In spite of this positive perception of the methodology, students expressed initial anxiety towards the task, as confirmed by Levine (2008) and Topping (2009), and stress and discomfort when having their work marked by a peer (as reported by Hanrahan and Isaacs 2001).”
Assessment revisited: a review of research in Assessment and Evaluation in Higher Education (2016, background): “The study by Langan et al. (2008) seeks to know the effects of gender and level of attainment on the triangulation of marks related to self-, peer- and tutor-assessment.”
How effective are self- and peer assessment of oral presentation skills compared with teachers’ assessments? (2012, methodology): “Some studies report lower correlations values between self- and teacher assessments than between teacher and peer assessment (Campbell et al., 2001; Langan et al., 2008; Patri, 2002).”