The continuous low scorer reliability involved in scoring of essay tests is a cause for worry to everyone that is involved in assessment processes. The glaring inconsistencies have been largely due to patterns/methods adopted during scoring exercises. In view of the above problems, the study was designed to investigate the influence of analytic and holistic scoring patterns on scorer reliability of geography essay test in Obollo Afor Education Zone of Enugu State. Ex – post facto research design was used. All the 47 geography teachers and 337 SS3 students from 46 public secondary schools in Obollo Afor Education Zone were used. The instrument for data collection was a sample of Geography Essay Test (GET) that was adopted by the researcher from West African Senior Secondary Certificate Examination (WASSCE) of November, 1999. The mean and standard deviation were used to obtain the associate descriptive statistics while Spearman’s Rank Order Correlation Coefficient was used to obtain the reliability estimates within groups. The results showed that the use of holistic scoring pattern in the assessment of GET has higher correlation coefficient and more reliable followed by analytic scoring pattern in the same test. Based on the findings, it was recommended that holistic scoring pattern be adopted for use in Nigerian secondary schools.