This paper reports on an exploratory case study that explored the potential for using video-based assessment in an Australian distance education institution, using a video-based assessment task and post-intervention survey. Thirty-seven students taking a computer science course completed video-based assessments relating to course relevant content and participated in the survey, which collected data on their perceptions and experiences of the assessment task. Overall, the participants' responses were positive and indicated that video-based assessment is likely to be suitable for use in computer science distance education at this institution. Findings are likely to be of interest to similar institutions considering the adoption of video-based assessment methods.