A distinctive feature of the Caribbean Centre of Excellence for Teacher Training Project is its use of feedback to bring about improvements in various aspects of the work it undertakes and to guide decision making. The feedback is used both formatively and summatively in the assessment of planning and management operations, in the assessment of project inputs and in the assessment of student achievement. The article analyses this feedback using three twin concepts: (a) assessment for compliance and assessment of compliance, (b) assessment for delivery and assessment of delivery, and (c) assessment for learning and assessment of learning. The author is of the view that these concepts should contribute to a more comprehensive analysis of project implementation and outcomes in educational projects.