Peer assessments critical of nervous speakers: better to redact or send as-is?
Don't confuse peer assessment, which affect grades, with peer feedback, which needn't. The comments are useful as feedback and, since your students are probably inexperienced at such presentations need a lot more practice to become skilled at it. &quot;You seem nervous&quot; is useful to hear, but nervousness shouldn't affect grading. In fact, being effective in spite of it is a good thing.
I once had a student who stuttered so badly that he was difficult to understand. One of the requirements in the course was that each team member had to be part of the project presentation. He did what was necessary.
And, I think that peer assessment should be filtered through the professor rather than applied in a mechanical way. If a grading related assessment is unfair, the professor needs to moderate it. And students should also get feedback on their feedback so that they learn how to do it better. Your students are probably inexperienced in presentations, but they are also probably inexperienced in giving constructive feedback.
And when possible, feedback as well needs to be filtered as necessary. Some happens outside the professor's view of course, but the feedback needs to support learning both for the giver and the receiver.