This paper reports on an exploratory study with the aim of proposing and piloting a new rubric entitled Meaningful TPACK Lesson Rubric(MTLR)with the aim of assessing the technology-mediated lesson plans designed by students enrolled in a Chinese Language teacher education program in Singapore.The MTLR was developed by hybridizing the frameworks of " meaningful learning with technology"(with four out of the five dimensions being incorporated: constructive,cooperative,intentional and authentic)and the Technological Pedagogical Content Knowledge(TPACK)for scrutinizing the meaningfulness of the students technology-mediated learning designs,as well as revised Blooms Taxonomy for evaluating the depth of the subject matter(i.e.,the content knowledge)that each individual lesson plan attempts to cover.Ten lesson plans were randomly selected and scored by two researchers.The results show that the students lesson plans have achieved satisfactory levels in the dimensions of constructive and cooperative learning,as well as the depth for language learning; yet they received relatively lower scores in the dimensions of authentic and intentional learning.As the limitations of the proposed rubric are noted,we see the need to integrate multiple existing rubrics in the literature to afford the assessment of teachers lesson plans in a more holistic and well-integrated perspective.